GRADE 6 School: Grade Level: VI

Teacher: Learning Area: TLE -H.E

DAILY LESSON LOG
Teaching Dates and Time: JANUARY 13 – 17, 2020 (WEEK 1) Quarter: 4THQUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resources
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.
Management of family resources
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
THE II Teacher’s Manual. 1991. THE II Teacher’s Manual.
Pp. 23-24 1991.pp. 23-24
Bantigue, R.M. and Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Pangilinan,
Pangilinan, J.P. (2014) J.P. (2014) Growing up with Home J.P. (2014) Growing up with J.P. (2014) Growing up with
Growing up with Home Economics and Livelihood Home Economics and Livelihood Home Economics and Livelihood
Economics and Livelihood Education. FNB Educational, Inc. Education. FNB Educational, Inc. Education. FNB Educational,
Education. FNB Educational, QC. QC. Inc. QC.
Inc. QC.

IV. PROCEDURES
Last week, there was a Recap of the lesson the previous Recap of the lesson the previous Recap of the lesson of the Recap of the lesson of the
A. Reviewing previous
discussion on management day day previous day previous day
lesson or presenting the new
of the family income.
lesson
Management of family As a segue, mention that the day Yesterday, we discussed the Yesterday, we learned
income means allocating it to
 provide for the basic needs
of members and for
comfortable living.
Ask the class about the
relationship between
management and budgeting
of family income.
B. Establishing a purpose
for the lesson
By means of budgeting, the
C. Presenting examples/
family can properly allot the
instances of the new
income. A family should have
lesson
a knowledge of family
budgeting to know how much
before, the class learned the
factors that should be considered
in budgeting.
For the day’s lesson, the class will
identify where the income goes or
what the family includes in the
budget.
Aside from the knowledge of what
comprises a family budget, the
class needs to be aware of certain
principles to be applied effectively
in order to make family budgeting
a successful and fulfilling task.
According to Bantigue and
Pangilinan (2014), the summary of
the principles that should be
applied to make family budgeting
a successful and fulfilling task are
as follows:
 Know the family’s income.
 List your expenses. Know
which components are fixed
and which are flexible.
 Set priorities.
 Keep records of expenses.
 Allocate an amount for
savings.
Ask the class to bring out the
photos they were asked to bring.
Group the class into 4 (four). Let
the class identify where or what
the family includes in the budget.
principles that need to be applied
to make family budgeting a
successful and fulfilling task.
Ask the class to identify some of
the priniciples.
We also identified items that were
included in the family budget.
Ask what items are included in
the budget.
Then, present the following list
culled from the book:
 Food and clothing
 Shelter and education
 Social needs
 social and moral obligations
 family activities
 school affairs
 Savings/emergency budget
 health
 house repair
budgeting and how it can be
applied to the family.
Budgeting is critical because it is
oftentimes difficult to ensure
that we will be able to make
both ends meet when times are
hard.
How can we prudently manage
the financial resources of the
family?
Group the class into four (4).
Each group will answer the
question. “How can we make
both ends meet?”
Reporting per group follows.
The results of the discussion will
be processed by the teachers.
Show photos of different Divide the class into four (4)
items/situations. groups.
Ask the learners if they are Using the concepts learned
needs or wants. yesterday, come up with an

D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts and
practicing new skills#2
F. Developing mastery
(Leads to Formative
Assessment 3)
is spent for family needs and Prioritize the items. The class will activity that will demonstrate
where the income goes. be given ten minutes to complete Ask why they think it is a need the difference between needs
Through family budgeting, the activity. Reporting follows. or want. and wants. Think of activities
the members will learn to outside the box.
spend wisely, save regularly,
participate in family matters
more actively with the
maximum benefit from the
wise use of resources, like
time, energy, and abilities.
Ask: What are the factors SHORT SKIT Mention that a family budget also The teacher writes two columns Presentation per group.
that need to be considered Using the previous group provides for the following needs: on the board. One column has
when budgeting? assignment, discuss among the Refer to the examples given by the heading NEEDS. The other
 Size of the family group the principles in making the learners. If it was already column has the heading
 Family income family budgeting a successful and mentioned, do not include in the WANTS.
 Kind of work each fullfilling task. The twist is this will list.
family member does be presented in a short skit. Randomly distribute metacards
 Talents and abilities Food, shelter, clothing, education, containing a list of needs and
of each member The group will be given five (5) household operations, wants.
 Locality where the minutes to present the short skit. maintenance/repair, utilities
family lives (water, electricity, telephone, Ask the learners to post the
transportation, medical and metacards on the board.
dental care, rest and recreation,
stipend, savings. Ask the learner to
explain/defend his/her choice.
. Presentations Based on the activity that was
 Group 1 conducted ask the learners to
 Group 2 differentiate needs from wants.
 Group 3
 Group 4 A need is a requirement for
survival, e.g. breathable air.
A want is a desire. It may be the
desire for a need (e.g. a choking
person generally wants to be
able to breathe) or for
something not needed for
survival, such as chocolate or a
new car.
Let the learners cite Comments on group Show a short clip on managing Giving feedback on
examples of the factors that presentations: money: Needs versus Wants presentations.
need to be considered when  Group 4 will comment on Group
budgeting. 1 Analyze the movie and relate it Examples of guide questiona:

G. Finding practical
applications of concepts and
skills in daily living
H.Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned80%onthe formative
assessment
B. No.of learners who require
additional activities for
Aside from what was
mentioned, can you think of
other factors that need to be
considered when budgeting?
Explain.
Today we determine the
relationships between
management and budgeting
of family income. We also
looked into the factors that
need to be considered when
budgeting.
Bring photos or drawing
where family budget is spent
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
 Group 3 will comment on Group
2 that some of the contents of
 Group 2 will comment on Group
3 chocolates is needed by
 Group 1 will comment on Group
4
Limit the comments on the
contents of the presentation.
Does the presentation manifests
the principles in making family
budgeting a successful and
fulfilling task?
-do-
Synthesize the discussion on what
and where the family budget is
allotted, as well as the principles
to take into consideration to make
family budgeting successful and
fulfilling.
Ask the learners to share their
insights on the lesson for the day
to needs versus wants. Note
Was the group effective in
the video may be debatable e.g. emphasizing the difference
between needs and wants? If
soldiers for endurance in the yes, How?
middle of a war while in a
normal situation it is a want for
What concepts in the
another individual.
presentation had an impact on
you? Why?
Do you think the presentations
can further be improved? In
what way?
-do-
There is a need to distinguish
between need and want . This
will enable us to prioritize
needs over wants, hence
ensuring that the budget is
enough to make both ends
meet moreso when times are
hard.
.If you were to make a personal
budget, what would you
include? Why?
 remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G.What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE – ENTREP & ICT
DAILY LESSON LOG
Teaching Dates and Time: JANUARY 13 – 17, 2020 (WEEK 1) Quarter: 4THQUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C.Learning
Competency/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
demonstrates knowledge and skills that will lead to one becoming an ideal entrepreneur.
sells products based on needs and demands.
 Identify the values of  Give ways on how to  Give two basic ways  Make a simple  Make a business
a successful start own business. to earn money. product. proposal of
entrepreneur.  Identify the Buyer  Identify steps or TLE6IE-0a-1.2 owned simple
 Identify the types of and Seller relations. guide in making own product.
entrepreneur. simple products. TLE6IE-0a-1.2
TLE6IE-0a-1.1 TLE6IE-0a-1.1  Plan a simple
product.
TLE6IE-0a-1.2
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or
two.
BE A SUCCESSFUL
AN IDEAL ENTREPRENEUR I CAN BE AN ENTREPRENEUR MY SIMPLE PRODUCT BUSINESS PROPOSAL
ENTREPRENEUR
The Basics of Better Family The Basics of Better Family ICT and Entrepreneurship ICT and Entrepreneurship ICT and
Living pp. 2-5 Living pp. 5-13 pp. 3 & 11-12 pp. 13 Entrepreneurship
pp. 7
ICT and Entrepreneurship
pp. 2-3
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to

A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
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.
Review the Qualities and Review ways on how to start Review ways, steps or guides
Types of Entrepreneur. own business & identify the to create their own product
Buyer and Seller relations.
Motivate the child by
presenting a K-W-L Chart
about Entrepreneur.
Ask the pupils where can they
find different entrepreneur.
Discuss the Qualities of an
ideal entrepreneur and its
types on pp. 3-6
Discuss ways on how to start Group Work:
own business & identify the  Let the pupils identify
Buyer and Seller relations. On ways, steps or guides
pages. TXT 5-13 & TXT 2-3 to create their own
product. See page 11-
12
 Plan their own
product.
See page 3.
 Report it in class.
Group Work: Make their own
simple product using
available ingredients in the
community. And report it in
class.
See page 13
Group Work: Make their
own business proposal
for their chosen product.
See page 7 and report it
in class
Let the pupils describe
an ideal entrepreneur
using manila paper
Complete the K-W-L Chart Evaluate the products
 about Entrepreneur. presented by each group.
J. Additional activities for Research some
application or remediation successful Filipino
Entrepreneurs.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 GRADE 6 School: Grade Level: VI
DAILY LESSON LOG Teacher: Learning Area: TLE – INDUSTRIAL ARTS
Teaching Dates and Time: JANUARY 13 – 17, 2020 (WEEK 1) Quarter: 4THQUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standards
B.Performance Standards
C.Learning Competencies
Demonstrates an understanding of knowledge and skills in enhancing/decorating products as an alternative source of income
Performs necessary skill in enhancing/ decorating finished products
Discusses the importance and methods of enhancing/decorating bamboo, wood, and metal Demonstrates creativity and innovativeness in enhancing/decorating
products (TLE6IA‐0a‐1) bamboo, wood, and metal products (TLE6IA‐0a‐2)

II.Content Enhancing/ decorating finished products

III. Learning Resources
A.References
1.Teacher’s Guide Pages
2.Learner’s Materials Pages
3.Textbook Pages

4.Additional Materials from

Learning Resources (LR)
Portal)
B.Other Learning Resources

IV.Procedures
A.Review Previous Lessons
B.Establishing purpose for Intro:
the Lesson There are many different
industrial ways or methods
to enhance and decorate
bamboo, wood, and metal
products. These methods
help improve not only the
quality of our products but
also the life of the families
engaged in various
Ask : What are the most
widely used techniques in
enhancing bamboo and
wood products ?
Ask:
1. Are there metal craft shops
present in your
communities?
2. What techniques do you
mostly see while they work
on their products?
Ask : What are the most Review with each group their plans from
widely used techniques in Activity Sheet No. 4
enhancing metal craft
products ?
For the Intro: Refer to each group output from
Activity Sheet
The Facilitator will situate and No. 4 (matrix 1 and matrix
encourage learners to think of 2)
ways on how they will be able
to use the concepts learned Let each group discuss if they will apply
from the previous three (3) all enhancements that they have
day sessions (wood and metal planned or they
enhancing techniques).
 livelihood

activities. Enhancing is Say (Loud) : Are your groups will include other items.
carried out basically to ready ? (15‐20 minutes)
improve the aesthetics and
the functional properties of
a material.

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

Discuss with the class

evident changes that they
can see on the two product
samples created through/by
enhancements techniques.
D.Discussing new concepts Refer to Activity Sheet No. 1 Refer to Activity Sheet No. 2 Refer to Activity Sheet No. Refer to Activity Sheet No.
and practicing new – (attached) ‐ Puzzle 3 – Learning Stations 4 – Enhancing
skills #1. Pair and Share (attached) (attached) Wood/Metal Products
(attached)
E.Discussing new
concepts &
practicing new skills
#2

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

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

G.Finding Practical Ask: What are some of the
Applications of sample products in bamboo
concepts and skills and woodcraft? (Expected
in daily living answers :
Bamboo lamp, bamboo
bottle holders, bamboo plant
box, desktop organizer,
candle holder, furniture, etc.
Ask: What are some of the sample
products in metal
craft?
(Expected answers: Accessories,
pen holder, wind chimes, etc.
Ask: What do you think now
are the essence of knowing
the various ways of enhancing
wood and metal crafts ?

H.Making Generalizations Ask : How important is the Ask : How important is the 1. If you are interested in craft Ask:
& Abstractions about knowledge on the different knowledge on the different designing and production, What benefits does a craftsman get from
the lessons techniques on enhancing the techniques on enhancing which will you choose, the know‐how of enhancing wood and
beauty of bamboo and the beauty of metal crafts ? wood crafts or metal craft? metal products?
woodcrafts ? 2. In the Philippines, which do (Expected response) Products made of
you think should be given bamboo, wood and metal can be
focus, wood or metal crafts enhanced through different techniques
? in order to increase their marketability
and saleability.
 I.Evaluating Learning Ask the learners to enumerate Ask the learners to enumerate the Ask: After knowing the
the wood craft enhancing metal craft enhancing techniques different techniques on how
techniques to improve or enhance wood
and metal products, what
effects do you think it will do
to a products’ marketability?

J.Additional activities for Before the session ends:
application or ‐Break the class into
remediation subgroups with 5
members per group.
‐Let them choose a leader
and a
secretary/documenter
Tell the learners to conduct a
survey (group of three (3) on:
What types of finishing
processes does wood and
metal craft artisans in their
communities used to enhance
their products .
Reminder:
What sort of wood /metal
products did you found in
your homes, and your group
is planning to work on as an
application of the three

Say: Think/look for any wood

or metal products in your
home. Think of ways on how
to enhance or
improve its appearance.

‐Bring the following for our

two (2) day activity
(Thursday & Friday):
‐Old wooden or metal
product in your homes
‐Any material that can be
used to
enhance/improve the
chosen product
o gift wrapper, glitters,
spray paint, etc.
o Small wood/metal
glue
V.Remarks
VI. Reflection
A. No.of learners who earned 80%
in the evaluation
B. No.of learners who requires
additional acts.for remediation
who scored below 80%
C. Did the remedial lessons work?
No.of learners who caught up
with the lessons
D. No.of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?

F. What difficulties did I

encounter which my
principal/supervisor can help
me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE – AGRICULTURE
DAILY LESSON LOG
Teaching Dates and Time: JANUARY 13 – 17, 2020 (WEEK 1) Quarter: 4THQUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees

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

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

3. Textbook pages
4. Additional Materials from https://plantyourtrees.com/c https://plantyourtrees.com/cat
Learning Resource LR atalog/information/bene fits- alog/information/bene fits-of-
portal of-trees trees
B. Other Learning Resources LED tv, ppt, materials for LED tv, ppt, materials for LED tv, ppt, speakers, LED tv, ppt, speakers, LED tv, ppt, speakers,
activity activity
IV. PROCEDURE
A. Reviewing previous Lesson or Energizer Energizer Energizer
presenting new lesson What have you learned about What have you learned about What are the benefits derived
agriculture when you are in agriculture when you are in from planting trees and fruit-
Grade Five? Grade Five? bearing trees?
 B. Establishing a purpose for the Show a picture of an orchard Show a picture of an orchard or Group the pupils into three. Let
lesson or a farm? a farm? them list down the persons that
Ask: What can you say about Ask: What can you say about has an orchard in their
the pictures? the pictures? community?

a. Presenting examples/ instances Group Activites Group Activites Let the group present their
of the new lesson. output.
b. Discussing new concepts and Group Reporting Group Reporting Discuss their output.
practicing new skills.#1

c. Discussing new concepts and
practicing new skills #2.
d. Developing Mastery
(Lead to Formative Assessment 3)
e. Finding practical application of
concepts and skills in daily living
What are the benefits derived
from planting trees and fruit-
bearing trees?
1.The teacher further explains
and discuss the background
information through inquiry
approach
2. Have the pupils master the
concepts.
Why it is necessary to plant
trees?
What are the benefits derived
from planting trees and fruit-
bearing trees?
1.The teacher further explains The teacher further gives
and discuss the background examples of orchard growers in
information through inquiry the community.
approach
2. Have the pupils master the
concepts.
Why it is necessary to plant If you were an orchard grower
trees? how can you help other people?

f. Making Generalizations and What have you learned? What have you learned? How can we say that an orchard
Abstraction about the Lesson. What are the benefits of What are the benefits of owner is a successful?
planting trees? planting trees?

g. Evaluating Learning Why is it good to plant trees Why is it good to plant trees or List down all the orchard
or fruit –bearing trees? fruit –bearing trees? growers in your community.

h. Additional Activities for Draw a fruit-bearing tree and Draw a fruit-bearing tree and Draw an orchard that you have
Application or Remediation explain the benefits of it. explain the benefits of it. in your community.

V. REMARKS

VI. REFLECTION

A. No. of learners earned 80%in

the evaluation.
B . No. of learners who required
additional activities for
 remediation who scored below
80%

C. Did the remedial lesson work?

No. of learners who have
caught up with the lesson.

D. No. of learner who continue to

require remediation

E. Which of my teaching strategies

worked well? Why did these
work?

F. What difficulties did I encounter

which my principal or
supervisor can help me solve?

G. What innovation or localized

materials did I used/discover
which I wish to share with
other teachers?
 GRADE 6
DAILY LESSON LOG
WEEK 1
I. LAYUNIN
A. Pamantayang
Pangnilalaman
B. Pamantayan sa Pagganap
C. Mga Kasanayan sa
Pagkatuto (Isulat ang code
ng bawat kasanayan)
II. NILALAMAN
III. KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng
Guro
2. Mga pahina sa Gabay ng
Pang-mag-aaral
3. Mga pahina Teksbuk
4. Karagdagang Kagamitan
mula sa portal ng Learning
Resource.
B. Iba pang Kagamitang
pangturo
IV. PAMAMARAAN
A. Balik –Aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin
B. Paghahabi ng layunin ng
aralin at paglalahat.
(Pagmomodelo at
School: Grade Level: VI
Teacher: Learning Area: ARALING PANLIPUNAN
Teaching Dates and Time: JANUARY 13 – 17, 2020 (WEEK 1) Quarter: 4TH QUARTER
LUNES MARTES MIYERKULES HUWEBES BIYERNES
Naiuugnay ang mfa suliranin, isyu athamon ng ksarinlan noong panahon ng Ikatlong Republika sa kasalukuyan na nakakahadlang ng pag-unlad ng bansa
Nakapabibigay ng sariling pananaw tungkol sa mga pagtugon sa patuloy na mga suliranin , isyu at hamon ng kasarinlan
AP6SH-IIIg-6
AP6SHK-IIIh7
Maiisa-isa ang mga mga pangayari na nagbigay daan sa pagtakda ng Batas Militar at sa ilalim ng Batas Militar.
Masusuri ang mga suliranin at hamon sa kasarinlan at pagkabansa ng Pilipinas sa ilalim ng batas militar.
Matutukoy ang mga Saligang Batas sa ilalim ng Batas Militar
Maipaliwanag ang mga programa at patakaran sa ilalim ng Diktdoryal
Hamon ng Batas Militar
Kayamanan pah 231-250
Ppt, larawan, video clips
`
Pagbalik-tanaw sa Ibahagi ang takdang aralin ukol sa Magbigay ng ilang mga kaganapan Ano ang ibig sabihin ng Bats 1973? Ligguhang Pagsusulit ukol
panunungkulan at mga programa mga pangyayari bago maideklara sa ilalim ng Batas Militar. sa Batas Militar.
ni Pangulong Marcos ang batas military.
Magpakita ng ilang video clips sa Pagpapanood ng video clips ukol Magpakita ng mga larawan Ipaliwanag
kagnapan noong panahon ng sa pagdedeklara ng batas mlitar ngnagrarali at mga taong “ sa ikauunlad ng bayan, disiplina
batas militar nagkakaisa ang kailangan”
Hayaang ipaliwanag ng mga bata
ang nakikita sa larawan.
Paglalahat)
C.Pag-uugnay ng mga
halimbawa sa bagong aralin.
Pinatnubayang Pagsasanay)
Ipagawa sa bata ang diagram
ukol sa kahulugan ng batas
militar ibigay ang ilan sa mga
kahulugan nito ayon sa kanilang
hinuha.
Ibigay ang reaksyon sa napanood Iugnay ang mga larawan ukol sa Magpakita ng ilang larawan na
n video. mga pagbabago ng pamahalaan sa tumutukoy sa mga programa at
ilalim ng Baas Militar patakaran ni Marcos

Paang -aabuso

disiplina
Batas militar

takot

D. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan # 1
Pinatnubayang Pagsasanay)
Sagutin at talakayin ang diagram. Pagtalakay mga kaganapan sa Talakayin ang kumbensiyong Ipapanood ang video ukol sa mga
1. Bakit mo napili ang mga Pagdedeklara ng Batas Militar Konstistusyonal. Ipaliwang sa mga programa at patakaran ni Marcos
salitang iyon? bata ang mga pangyayri ukol ditto.
2. Sa iyong palagay ano
ang batas militar?
3. Ano ano ang mga
suliranin at hamon sa
bansa sa ilalami ng batas
militar

E. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan # 2
Pagpapalawak ng Kasanayan)
F. Paglinang sa kabihasaan
(Tungo sa Formative
Assessment)
Talakayin ang ilan sa pangyayari Gawain 1 Pagtatalakay sa Saligang Batas Talakayin ang mga programa at
bago ideklara ang batas militar Punan ang tsart . talakayin ang 1973, Ikaapat na Republika at mga patakaran ni Marcos ayon sa
a. Mga rali at welga mga sagot. probisyong nakasaad dito. napanood sa video.
b. Mga katiwalian ipaliwanag Ilarawan
c. Mga kalagayang Kalagayan ng Kalagayan ng
pampolitika bansa bago mga
d. Bago ideklara ang batas ideklara ang mamamayan
Batas nang ideklara
Militar
military______ ang Batas
____________ Militar_______
___________ ____________
Pangkatang Gawain Bigyang paliwanag ang mga Batas Pagsusuri sa mga kaganapan ukol sa Bigyang pagpapaliwanag nga mga
Isagawa ang ilan sa mga na pinagbatayan ng Batas Militar pagbabalangkas ng pamahalaan na programa bilang pangkatang
pangyayari sa panahon bago ang nging daan upang ang demokrasya Gawain

G. Paglalapat ng aralin sa
pang-araw araw na buhay
(Aplikasyon)
H. Pagtataya ng aralin.
(Optional na gawain para sa
guro kung maganda ang
kinalabasan ng Gawin Mo).
(Malayang Pagsasanay)
batas militar sa pamamagitan ng:
Pangkat 1: tula
Pangkat 2: sayawit
Pangkat 3: skit
Pangkat 4: poster
Bigyang pagpapaliwanag at
paghahambing ang mga
kaganapan noon at ngayon ukol
sa kalagayang pulitika ng bansa
Rubrics ng pangkatang gawain
Ihambing ang mga kaganapan
noon sa ilalim ng Batas Militar sa
ngayong Batas. Alin ang mas
mainam o mas gusto mo?
Ipaliwanag ang sagot
Basahin at suriin ang siping
bahagi ng Proklamasyon 1081.
Sagutan ang mga tanong:
1. Ano ang baas na ito?
2. Ano ano ang nagging
batayan ni Marcos sa
pagproklama ng Batas
Militas? Anog sinabi
niyang layunin nito?
3. Paano ginamit ni Marcos
ang kapangyarihang
Batas Militar
4. Ano ang ginawa ni
Marcos sa mga taong
pinaghihinalaang
nagkasala sa bansa?
Bakit?
5. Ano ang iyong reaksyon
ukol ditto?
6. Ano ang kaya mong
ay nagging diktadura.
Ibigay ang iyong reaksyon ukol sa
diktadurang tinalakay at sa
demokrasyang natatamasa ngayon?
Isulat ang mga salitang kaugnay sa
saligang Batas 1973
1. Uri ng pamahalaang
nakabalangkas dito.
2. Tunay na pinuno ng
pamahalaan.
3. Gumagawa ng mga batas
ng pamahalaan
Ipaliwanag
Bakit tinawag na Konstitusyong
Marcos ang Saligang Batas ng
1973?
1. Pagtugon sa
pangangailangan ng mga
tao
2. Mga programang
pangkabuhayan
3. Pagpapabuti sa mga
kalagyan ng manggagawa
4. Pagbabago sa sitema ng
edukasyon
5. Repormang kultural
Paano sinupil ni marcos ang mga
taong tumutuol sa knayng ginawa?
Ano ang iyong reaksyon ukol dito?
Paano naman niya tinugunan ng
mga pangangailangan ng mga tao?
Bilugan ang mga pariralang
nagsasaad ng pagbabagong
naganap sa ilalim ng Batas Militar.
1. Inalis ang Kongreso
2. Gumanda ang kapaligran
3. Ipinasara ang paaralan
4. Namayani ang mga
sundalo
5. Nasiyahan ang mga taong
bayan
6. Nagpagawa ng mga
subdibisyon
7. Nagkaroon ng proyektong
pabahau
8. Nagkaroon ng diktador na
pangulo
9. Umabuso ang mga opisyal
at sundalo
10. Dumami ang rali at
 gawin upang hindi na demonstrayson
maganap ang ganitong
pangyayri sa ating
bansa?

I. Karagdagang Gawain para Magsaliksaikng ilang mga larawan Magsaliksik ng ilan sa mga
sa takdang aralin at bago maideklara ang batas programa ni Marcos sa Ilalim ng
remediation militar sa Pilipinas.. idiit ito sa Batas 1973.
typewriting at bigyan ng
paliwanag. Humanda sa
pagbabahagi bukas.
V.MGA TALA

VI. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba
pang Gawain para sa
remediation
C. Nakatulong ba ang
remediation? Bilang ng mag-
aaral na nakaunawa sa
aralin.
D Bilang ng mag-aaral na
magpapatuloy sa
remediation?
E. Alin sa mga estratehiyang
pagtuturo na nakatulong ng
lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking
naranasan na solusyon sa
tulong ng aking punungguro
at superbisor?
G. Anong kagamitang
panturo ang aking
ginamit/nadiskubre na nais
kong ibahagi sa mga kapwa
ko guro?
 GRADE 6 School: Grade Level: VI
DAILY LESSON LOG Teacher: Learning Area: ENGLISH
Teaching Dates and Time: JANUARY 13 – 17, 2020 (WEEK 1) Quarter: 4TH QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Make inferences Infer the mood of certain events Evaluate and make judgments Use the comparative form of Answer the question in the
Competencies/Objective through the speaker’s actions / Distinguish advertisement from adverb in sentences correctly subject that they learned in
s intonations / utterances. propaganda their own understanding and
honesty.
II. CONTENT Making Inferences Inferring the Mood of Certain Distinguishing Advertisement Using the Comparative Form of Weekly Test
Events through the Speaker’s from Propaganda Adverb
Actions / Intonations / Utterances.

LEARNING RESOURCES
A. References
1. Teacher’s Guides Developing Reading Power 6, pp. Developing Reading Power 6, pp. Growing in English VI BES 6 Language p. 134 / PELC
175-176 272-273 / ELC B.5.1 p. 10 (Language) p. 270 5.6.1 p. 26 / RBEC Speaking
10.5.5.1
2. Learner’s Material Tirso’s Opinion charts, cassette tape, pictures of a child, flashcards Test notebook
pages flashcards, strips of cartolina
3. Textbook Pages
4. Additional Reference
from Learning
Resource
B. Other Learning
Resources
III. PROCEDURES
A. Reviewing previous Unlocking of Difficulties (see Vocabulary/Pronunciation Skills Unlocking of Difficulties Reading of the following adverbs
lesson or presenting the textbook page) in flashcards
new lesson
B. Establishing a purpose Have you watched the movie Reading the selection once more Let’s have a guessing game. Look at the picture posted on the A. Preparation
for the lesson “Finding Nemo”? with correct action, proper Listen to this. board while I read to you some
intonation and utterances, then Is this an advertisement or sentences about it. Listen
have them answer the questions propaganda? carefully and take note of the
below. “Sleep soundly, be happy, adverbs used in sentences.
live forever…. CONVI, Portable A child who dresses neatly is a
Bed & Mattress” available at all pleasant sight.
branches of SM Shoemart Inc.
 including Cebu and Iloilo,
Uniwide Warehouse Club Inc.,
Amilgrahen Nationwide
Distributors, Inc., and other
department stores in Metro
Manila and key cities
nationwide.

C. Presenting Reading the short selection, pp. What do you think was the mood First Listening Dina speaks more softly than B. Setting of Standards
examples/instances of 175-176, Developing Reading of the boys action when they Teacher reads the selection Joyce.
the new lesson Power. yelled at Tirso? while pupils just listen. The sun shines more brightly
than the moon.
Can you stay underwater longer
than I can?
D. Discussing new What could have happened to Pupils listen to the teacher while What is the credo of the earth What adverbs are used to C. Explanation
concepts and practicing Baby Fish? reading the events with correct savers? compare actions?
new skill #1 intonation, action and utterances.
“Christian! Cherry! Come here!”
Grandmother almost shouted at
her grandchildren.
Question: What do you think was
the mood of grandmother’s
utterances when she shouted at
her grandchildren?
E. Discussing new One day, Alex got the surprise of Answering the guide What word is used with adverbs
concepts and practicing his life. His father was chosen as questions. ending in-ly to show comparative
new skill #2 the “Farmer of the Year” When was the movement form of adverbs?
Question: If you were Alex, what organized?
would you feel after what What is its objective?
happened? Do you think this movement
Happy of what happened to my has good motive? Why?
father.
Ashamed of what I had felt for my
father.
Worried of what happened to my
father.
F. Developing mastery D. Supervision by the Teacher
(Leads to Formative
Assessment)
G. Finding practical Listening to a selection What type of selection is it, an Here are some pictures. I want
applications of concepts advertisement or propaganda? you to study each of them and be
and skills in daily living How about the one given in the able to give sentences using the
guessing game, is it an comparative form of adverbs.
 advertisement or propaganda?
What is an advertisement?
Propaganda?
H. Making generalizations What is an inference? How to Infer the Mood of Certain How can you distinguish What form of adverbs is used to
and abstractions about Events through the Speaker’s advertisement from compare two persons/things
the lesson Actions / Intonations / propaganda? actions? What is added to the
Utterances? adverb to show comparison?
I. Evaluating learning AlingDely, A Kindhearted Woman Listen to a selection and be able to Listen and write whether each Select the correct form of Checking and Recording
Why do you think Ivy helped answer the following questions by one is an advertisement or a adverbs to complete the
AlingDely in her store? To know inferring the mood of certain propaganda. sentences.
more people events through the speaker’s LOSE WEIGHT WHILE Pilots fly the helicopter
c. to live with AlingDely actions/intonations/utterances. SLEEPING. Thanks to the _________ than airplane.
To earn money What do you think was the mood surprising power of Biotic effectively
d. to go back to school of Glenn’s action when father gave Sauna Pajama to eliminate more effectively
What do you think is the occasion him a motorcycle? heat. Simply put on Biotic most effectively
for buying a present for her Glenn was ashamed Sauna Pajama and you will get
mother? Glen was embarrassed. rid of your excess fats
Birthday b. baptism Glen
c. wedding
d. confirmation
J. Additional activities for Write sentences telling 1. Request a member of your Bring some clippings of Give sentences using the
application or inferences family to read a short selection for advertisements or bits of comparative degree of
remediation you, then infer the mood of propaganda from newspapers comparison.
certain events through the and magazines. They may also Between you and your best
speaker’s write down those they hear friend, who can work more
actions/intonations/utterances. over the radio or TV programs. cheerfully?
2. Write your inferences on your Then, have them form groups, Compare the lives in the city and
notebook. share their clippings and the lives in the farm
discuss whether they are
advertisements or propaganda.
IV. REMARKS
V. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial lessons
work? No. of learners
who have caught up
with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: ESP
DAILY LESSON LOG
Teaching Dates and Time: JANUARY 13 – 17, 2020 (WEEK 1) Quarter: 4TH QUARTER

WEEK 1 LUNES MARTES MIYERKULES HUWEBES BIYERNES

A. I. LAYUNIN

B. A. Pamantayang
Pangnilalaman
C. B. Pamantayan sa
Pagganap
D. C. Mga Kasanayan sa Masusuri ang mga gawaing nagpapakita ng etiko sa paggawa
Pagkatuto. Isulat and code Matutukoy ang mga paraan upang magpakita g etiko sa paggawa sa pamamagitan gn pagsunod sa mga pamantayan at kalidad ng produkto o serbisyo
ng bawat kasanayan Magagwa ang plano upang mahikayat ang kapuwa na magkaroon ng etiko sa paggawa sa pamamagitan ng pagsunod sa pamantayan at magndang kalidad ng produkto o serbisyo.

E. II. NILALAMAN
F. III. KAGAMITANG
PANTURO
A. A. Sanggunian
1. Mga pahina ng Gabay ng
Guro
2. Mga pahina ng 101-107
Kagamitang Pang-Mag-
aaral
3. Mga Pahina sa teksbuk
4. Karagdagang Kagamitan
mula sa portal ng
Learning Resources (LR)
1. B. Iba pang kagamitang PPT,larawan, Video clips
panturo
IV. PAMAMARAAN

A. Balik-Aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin
B. Paghahabi sa layunin ng
aralin
Magpakita ng mga larawan ng iba’t
ibang tradisyunal na kasuotan. Pag
usapan ito
Pagpapanood ng video ng mga
likhang pinoy sa iba’t ibang
bahaging bansa
Pag-usapang muli ang mga Ibahagi ang araling natutunan sa Pagbabahagi ng takadang gawain Ibahagi ang ginwang
natatanging Pilipino Etiko sa paggawa ng mag-aaral. takdang aralin
Awit: Ako ay Pilipino Pagbiibigay paliwanag sa slogang Awit awit
ginawa
C. Pag-uugnay ng mga Pagbibigay ng mga katanungan ukol
halimbawa sa bagong aralin sa pinanoodna video
D. Pagtalakay ng bagong Pagtalakay sa “Ihanda Natin” pah,
konsepto at paglalahad ng 101 Kagamitangmag-aaral
bagong kasanayan #1
E. Pagtalakay ng bagong Pagsagot sa mga tanong ukol sa
konsepto at paglalahad ng binasang sipi
bagong kasanayan #2
F. Paglinang ng Kabihasaan Pagsagot sa Gawain Titik B pah 101
( tungo sa Formative
Assessment )
G. Paglalapat ng aralin sa Magbahagi ng ilan sa mga kilalang
pang-araw-araw na buhay tao na na may natatanging likha
H. Paglalahat ng Aralin Paano mo ipagmamalaki ang mga
gawanpinoy?
I. Pagtataya ng Aralin Sagutin ang tanong sa isang
sanaysay
1. Ano ang mga maari mong
magawa upang
maipagmalaki ang mga
natatanging Pilipino an?g
mga pagkilala sa kanila
Iugnay ang awit sa kung paano
maipagmamalaki at maipakikita
ang pagiging matagumpay na
Pilipino.
Pagba sa ng maikling kwento “
ANg Matandang Karpintero” KM
pah. 102
Pagtalakay sa binasang kwento
Ang pagbasa sa “etiko sa
paggawa”KM pah. 103
Pagsagot sa mga tanong ukol sa
binasa
Bigyang pansin at pagpapahalaga
Etiko sa paggawwa ng mga mag-
aaral KMpah. 104
Talakayan at reaksyon ukol sa
ginawang slogan ng bawat isang
mag-aaral.
Gawain
Gawin ang Tama 1-10
KM pah. 105
Magkaroon ng talakayan ukol sa
Gawain
Paanomo maipakikita ang mga
gawaing pang-araw-araw nang may
kasiyahan?
Bakit mahalagang matutunan ang
Etiko sa Paggawa?
Magbigay ng ilang Gawain na
maaring magpakilalasayo bilang
isang mag-aaral na sumsunod sa
Etiko sa Paggawa.
Banggitin ang ilan sa mga etiko sa
paggawa ng mga mag-aaral
Pangkatang Gawain
Sagutin ang mga tanong sa “
Isiping Mabuti” KM pah 125
Ilahad ang Gawain sa
pamamagitan ng
Pangkat 1: sayawit
pangkat 2: tula
Pangkat 3: skit
Pangkat 4: essay
Pagpapakita at pagbabahging
pangkatanggawain
Ibigay ang reaksyon sa
pangakatang Gawain at iugnay ito
sa Etiko sa Paggawa
Ano ang kahalagahan ng Etiko sa
Paggawa sa buhay ng tao o bilang
isangmag-aaral?
Subukin Natin
A at B
KM pah, 106
Balikann ang natutunang
aralin sa isang lingo,
gumawa ng reaksyon ukol
ditto
Pagbabahagi sa klase ng
reaksyong ginawa
Pagproseso ng Gawain
Pagbibigay ng kanilang
hinuha ukol sa ibinahagi
Ano angmaari mo ng
gawin upang ikaw ay
kilalanin bilang katangi
tanging mag-aaral?
Repleksyon
KM pah, 107
J. Karagdagang Gawain Gumawa ng isang slogan ukol sa Sa isang talata, isulat ang iyong Subukin Natin C
para sa takdang aralin at Etiko sa paggawa ng mga mag- nagging karanasan ukol sa Etiko sa KM pah. 107
remediation aaral. Paggawa ng mga Mag-aaral

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: Grade Level: VI
Teacher: Learning Area: FILIPINO
DAILY LESSON LOG
Teaching Dates and Time: JANUARY 13 – 17, 2020 (WEEK 1) Quarter: 4TH QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

G. I. LAYUNIN
H. A. Pamantayang Naipamamalas ang kakayahan sa mapanuring pakikinig at pagunawa 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 napapalawak ang talasalitaan.
Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto.
Napauunlad ang ksanayan sa pagsulat ng iba’t ibang uri ng sulatin.
Naipamamalas ang kakayahan sa mapanuring panood ng iba’t ibang uri ng media.
Naipamamalas ang pagpapahalaga at kasanayan sa paggamit ng wika sa komunikasyon at pagbasa ng iba’t ibang uri ng panitikan.
I. B. Pamantayan sa Nakagagawa ng dayagram, dioarama at likhang sining batay sa isyu o paksang napakinggan.
Pagganap Nakapagsasagawa ng radio broadcast/teleradyo, sabayang bigkas,
reader’s theatre o dula-dulaan.
Naiguguhit ang mensahe ng binasang teksto at nakagagawa ng orihinal na rap batay sa mensahe ng binasang teksto.
Nagagamit ang iba’t ibang babasahin ayon sa pangangailangan.
Nakasusulat ng iskrip para sa radio broadcasting o teleradyo,editoryal,lathalain o balita.
Nakagagawa ng sarili at orihinal na dokumentaryo o maikling pelikula
Napapahalagan ang wika at panitikan sa pamamagitan ng pagsali sa usapan at talakayan, paghiram sa aklatan, pagkukuwento, pasgulat ng tula at kuwento.
J. C. Mga Kasanayan sa Naisasagawa ang napakinggang Naibabahagi ang isang Nagagamit sa usapan at iba’t ibang Naibibigay ang kahulugan ng Naiuugnay ang binasa sa
Pagkatuto. Isulat and code hakbang ng isang gawain. pangyayaring nasaksihan sitwasyon ang mga uri ng pamilyar at dipamilyar na salita sa sariling karanasan
ng bawat kasanayan F6PN-IVa-1.2 F6PS-IVa-3.1 pangungusap pamamagitan ng pormal na F6PB-IVa-1
F6WG-IVa-j-13 depinisyon.
F6PT-IVa-1.7
K. II. NILALAMAN Pagsunod sa Napakinggang Panuto Pagbabahagi ang isang Paggamit ng iba’t ibang uri ng Pagbibigay Kahulugan ng Pamilyar Pag-uugnay ng binasa sa
pangyayaring nasaksihan pangungusap sa pagsali sa isang at Di-Kilalang Salita sa Sariling karanasan
usapan Pamamagitan ng Pormal na
Depinisyon
L. III. KAGAMITANG
PANTURO
B. A. Sanggunian
5. Mga pahina ng Gabay ng
Guro
6. Mga pahina ng Landas sa Pagbasa 6 pp.24-25
Kagamitang Pang-Mag-
aaral
7. Mga Pahina sa teksbuk Hiyas sa Wika 5 p 140 Hiyas sa Wika 5 ph. 15-20 Kaninong Mapagpalang
mga kamay

8. Karagdagang Kagamitan
mula sa portal ng
Learning Resources (LR)
C. B. Iba pang kagamitang
panturo
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin
B. Paghahabi sa layunin ng
aralin
Isulat ang uri ng pangungusap
A.Nakatulog si Abby
habang nagbabasa.
B.Hanapin ang mga nars.
C.Saan ako naroroon?
d.Aba, parang may
prusisyo!
E.Sino ka?
Ipaturo ang kaliwang kamay ng mga
bata sa kaliwang bahagi ng silid-
aralan.
Ano-anong mga bagay ang nasa
kaliwa mo?
Ipaturo naman ang kanang
kamay ngmga bata sa kanang
bahagi ng silid-aralan.
Ano-anong mga bagay ang nasa
kanan mo?
Alin sa mga larawang ito? Meron
ba sa mga bagay na ito?
Ibigay ang limang bahagi ng liham?
Ano angkadalasang makikita natin
kung Mahal na araw? Anong mga
pangyayari ang masasaksihan
natin?
Ano ang pangungusap?
Ano ang dalawang bahagi ng
pangungusap?
Ano ang masasabi nyo sa larawan?
Sa anong paraan
matutukoy/maibibigay ang
kahulugan ng isang salita?
Mga Gawain:
(Ipakita ang larawan)
Kailan at saan ninyo ito madalas
makikita?
Anu-anong tradisyon ng mga
Pilipino ang alam ninyo?
Panuto: Kumpletuhin ang concept
cluster na ito sa pamamagitan ng
paglalagay ng mga ideyang inyong
naiisip na kaugnay ng salitang nasa
gitna.
PISTA NG
Hiyas sa Pagbasa p. 151-
153
Tumawag ng mga mag-
aaral upang pumili ng mga
pangyayari na naganap na
sa knilang buhay:
Hindi nakasali sa pasulit
dahil nagkasakit
Napagalitan dahil ginabi
ng uwi
Pumasok sa eskwelahan
nang walang baon
Walang natanggap na
regalo sa pasko
Napalo noong maliit pa
Anong mga bagay ang
karaniwan makalimutan
natin sa daan?
C. Pag-uugnay ng mga Pangkatin ang mga bata sa lima (5)
halimbawa sa bagong aralin
Ipaguhit sa bawat pangkat
ang mapa ng sariling silid-aralan
gamit ang manila paper.
Ipabasa ang tungkol sa Ang Pabasa
Noong Mahal na Araw, sa
lalawigan ng mga loloako
nagpunta. Napanood ako roon ng
pabasa. Ayon sa Lolo Roger, isa
raw itong matandang kaugalian na
ipinamana sa atin ng mga
Espanyol.Ang Pabasa ay paawit na
pabasa ng uhay ni Jesus mula nang
ipinaglihi Siya hanggang Siya’y
namatay sa Krus. Binabasa ito
nang paawit mula sa aklat na
tinatawag na pasyon. Sinisimulan
ang pagbasa mula sa pagpasok ng
Mahal na Araw hanggang Biyernes
Santo.Nag-aanyaya ng mga babasa
ang may pabasa hanggang
matapos ang buong pasyon. Iba-
iba rin ang estilo o punto ng
pagbasa.
Basahin ang “Pamayanan ng
Langgam” sa Hiyas sa Wika 5 ph.
15-16.
Pagbibigay hakbang/pamantayan
sa pagbasa
Basahin ang kuwento
PIsta sa Aming Bayan
Masayang-masaya ang lahat. Araw
ng pista ngayon sa aming bayan.
Maraming tao ang nagsimba.
Masigla at masaya ang kalembang
ng kampana sa simbahan. Hindi
magkamayaw sa ingay ng
pagbabatian at pagbabalitaan ang
mga tagarito, mga balikbayan, at
mga panauhin mula sa ibang
bayan.
Walang tigil ang masipag na banda
ng musiko sa paglibot sa mga
lansangan habang nagbibigay ng
masiglang tugtugin. Umaambag rin
sa sigla at saya ang malakas na
bunghalit ng mga tugtugin sa mga
perya at pondahan at maging sa
mga tahanan man.
Nagpapagaraan sa ganda ang mga
arko sa mga panulukan ng mga
kalye. May mga arkong kawayan
na may makukulay na ginupit-
gupit na papel. Ang mga
banderitas na may iba’t ibang
kulay ay nakagayak sa mga hayag
na lansangan at maging sa maliliit
na kalye man.
Naku, higit sa lahat kabi-kabila ang
handaan. May mga naglilitson
doon at dine. Malalaking talyasi ng
pagkain ang nakasalang sa kalan sa
mga kusina at sa mga bakuran.
Mula tanghalian hanggang
Basahin ang nakatalang
mga salitan inuulit. Bilugan
ang salitang
kasingkahulugan nito.
Bagong-bago
(pinakabago, di-gaanong
bago, lumang-luma)
Mahapding-mahapdi
(mahapdi nang bahagya,
mas mahapdi, sobra ang
hapdi)
Patakbo-takbo (takbo
nang takbo, takbo-hinto-
takbo, mabilis ang
pagtakbo)
Taking-taka (labis ang
pagtataka, nagtataka,
nagtataka nang kaunti)
Malapit-lapit ( lubhang
malapit, higit na malapit,
malapit nang kaunti)
Bakit kaya naiwan ni Liza
ang payong?
Pagbasa ng Tahimik

D. Pagtalakay ng bagong Gamit ang mapang nabuo,
konsepto at paglalahad ng ipagawa sa bawat pangkat ang
bagong kasanayan #1 sumusnod:
• Lagyan ng tsek (/) ang
pintuan. Kulayan ito ng berde.
• Lagyan ng ekis (X) ang
bintana. Guhitan ito ng kurtinang
kulay berde.
Anu-ano ang mag pangyayari na
inyong nasaksihan na hindi ninyo
malilimutan kapag dumarating ang
mahal na arawl?
hapunan ay pagsasalu-saluhan ang
mga inihandang pagkain ng mga
magkakamag-anak,
magkakaibigan, at mga panauhin.
Kainang hindi matapus-tapos.
Ganyan ang pista. Nakalulungkot
tuloy isipin na ang pista ay tila
kainan na lamang at nawawala na
ang diwang ispiritwal ng okasyon.
E, bakit nga ba may pista? Hindi
ba’t nagdudulot lamang ito ng
malaking gastos? Hindi ba’t
malaking pag-aabala ito? Pero
sadyang hindi na maiaalis sa
kulturang Pilipino ang pagpipista
at pamimista. Ito’y isang
kaugaliang minanapa natin sa
ating mga ninuno.
Ang pista ay araw ng pasasalamat
sa Poong Maykapal sa mga
biyayang ipinagkakaloob Niya sa
mga tao. Ito ay araw ng pagdakila.
pagpuri at pagpaparangal sa
Panginoon. Kadalasan, ang
pistang-bayan ay itinatapat sa
kaarawan ng patron ng bayan,
gaya ng pista ng Meycauayan na
ipinagdiriwang sa kaarawan ng
patron nito na si San Francisco de
Asis, pista ng Santa Clara sa
kaarawan ng Mahal na Birhen de
Salambao, pista ng Obando sa
kaarawan ni San Pascual de
Baylon, pista ng Malolos sa
kaarawan ng Birhen Immaculada
Concepcion, at iba pa.
Gawin Nyo Sagutin ang mga sumusunod na Pag-unawang Tanong
(Pangkatang Gawain) tanong: Sino ang
Punan ang puwang ng angkop na nagkukuwento?
pangungusap upang mabuo ang Ano ang pista? Ano ang kanyang
diwa ng bawat dayalogo. Bakit may pista? suliranin?
Daisy : K-Ann, alam mo ba na Ilarawan ang pagdiriwang ng pista Ano ang nangyari sa
ikaw ang nakakuha ng perfect score batay sa tekstong binasa. kanya isang araw?
sa pagsusulit natin sa computer Sang-ayon ka ba na ipagpatuloy Paano siya napupunta
 • Lagyan ng dalawang guhit
ang cabinet ng aklat. Isulat ang
pangalan ng inyong guro sa ibabaw
nito at kulayan ng dilaw.
• Lagyan ng pahilis na guhit
ang pisara. Isulat din dito ang
ngalan ng paaralan.
Ilahad ng bawat pangkat ang
natapos na gawain.
Nagawa ban g maayos nang
bawat pangkat ang mga panutong
ibinigay?
Ano ang ginawa ng bawat
pangkat upang maayos at wastong
masunod ang mga napakinggang
panuto?
Bakit mahalaga ang pagsunod sa
panuto?
Kung sakaling liban ka ng araw na
ito na naituro ng guro ang
pagsunod sa hakbang sa paggawa
ng balulang,ano ang
mararamdaman mo?
Manghihinayang ka ba?Bakit
Ano-anong mga magagalang na
pananalita ang maari mong
magamit upang maipahayag ang
iyong panghihinayang?
E. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
kanina?
K-Ann:
_____________________? Hindi ka
nagbibiro?
Daisy :
_____________________. Tiyak na
babatiin ka ng ating guro mamaya.
K-Ann:
_____________________! Di koi to
inaasahan. Hirap na hirap pa
naman ako kanina.
(Tatawagin ang pinsang si Tess)
_____________________! Halika
rito! ____________________!
Bilisan mo ang paglakad. Baka
maluma ang ibabalita ko.
Tess : ____________________?
Ano naman ang ibabalita mo?
K-Ann: Pinakamataas ako sa test
natin!
Tess :
____________________! Ang
galling-galing mo talaga! Sana lagi
kang ganyan.
Gawin ninyo :
Hatiin sa pangkat ang klase.
Magkaroon ng pangkatang
Gawain. Anu-ano mga pangyayari
ang makikita ninyo sa loob ng
paaralan,tahanan o pamayanan
man na nagbigay ng magandang
aral ? Ang bawat kasapi ay
maglalahad ng kanyang
nasaksihang mga pangyayari sa
paaralan. At itala ang mga ito sa
manila paper.
ang tradisyon ng pagdaraos ng
pista? Ipaliwanag.
Bakit sinasabing ang pista ay
isang pamanang kalinangan ng
ating mga ninuno?
Batay sa binasang teksto, anong
isyu ang nakapaloob dito?
Sa isyung nakapaloob sa teksto,
ano sa tingin mo ang paniniwala
ng may-akda nito tungkol sa
isyung ito?
Gawin Natin:
Tukuyin ang kahulugan ng
salitang pamilyar at di- pamilyar.
Gamitin ang diksyunaryo.Isulat
ang sagot sa pisara.
1. Hindi magkamayaw sa
ingay ng pagbabatian at
pagbabalitaan ang mga
tao sa plasa.
2. Nagpapagaraan sa ganda
at kulay ang mga arko at
banderitas sa kalye.
3. Tuwing pista, naririnig
ang bunghalit ng mga
tugtugin sa perya, mga
pondahan at mga
kay Liza?
Ano ang binalak na
gawin ng lalaking makisig?
Paano siya napunta sa
tunay na may-ari?
Ano ang nadama ni Liza
nang Makita ang payong
na binili niya?
Paano natapos ng buhay
ng nagkukuwento?
Mayroon ka bang alam
na pangyayaring katulad
sa kanya?
Kung ikaw ang
nag kukwento, ano ang
mararamdaman mo
Sabihin: Ano nag
paguugnay sa Sariling
karanasan sa mga
pangyayari sa kuwento
ang ating talakayan
ngayon…
Pinakamabisang paksa ang
isang kuwento ang
karanasan ng tao.
Madaling maunawaan ang
kuwento kapag ito ay
ibinatay sa karanasan.
Naiiugnay ang tunay na
pangyayari sa buhay na
nasa isang kuwento o iba
pang akda.

F. Paglinang ng Kabihasaan Gawin mo
( tungo sa Formative Sumulat ng kahit isa o dalawang
Assessment ) tatatang naglalarawan ng isang
karanasang
nakatatawa/malungkot/di –
malilimot.
Punan ang puwang ng angkop na
pangungusap upang mabuo ang
diwa ng bawat dayalogo.
Chad : ___________________! Nakitakilala
Gerry : ___________________?
Ituro mo naman sa akin.
Chad : ___________________.
Baka agawin mo pa.
Gerry : ___________________.
Sige, pag nakilala koi yon. Talagang
mawawalan ka.
Chad : ___________________? Eh, si Sandara
(Sabay turo sa may dingding ng
tindahan)
Gerry: ___________________!
Akala ko totoo na!
tindahan.
4. Makukulay na banderitas
ang nasa kalye kung
araw ng pista.
5. Bukod sa pagtugtog ng
banda ng musiko,
umaambag din sa saya
ng kapistahan ang
pagsasalo-salo sa
masasarap na pagkain ng
mga pamilya at
panauhin.
Tanong: Ano ang ibig sabihin ng
pamilyar at di-kilalang salita?
Paano mo naibibigay ang
kahulugan ng mga salitang
pamilyar at di-kilalang sa
kwentong iyong binasa?
Magbigay ng mga halimbawa ng
pamilyar at di-kilalang salita.
Tukuyin ang kahulugan nito sa
pamamagitan ng paggamit ng
diksyunaryo.
Gawin Niyo/ Gawin Mo: Gawin Natin:
Kumpletuhin ang tsart sa Pag-aralan ang
pamamagitan ng pagtatala ng mga sumusunod na mga
salitang naging pamilyar at di- pangyayari sa nabasang
kosa
nainyo
naman
mulaang
sa “crush”
binasa ko. kuwento.
ninyong teksto. Iugnay ang mga Bilugan ang bilang ng
salitang ito sa inyong sariling pangyayari sa kuwento na
karanasan. Ibigay ang kahulugan naranasan mo na.
nito. Natutuwa ka kapag may
Salita nakapansin sa iyong mga
ng Salita tao.
Pamil Kahulu ng Di- Kahuluga Pabili ng payong dahil tag-
yar ganlang naman na nasa
Kilala n poster. ___________________!
ulan na naman.
Maingat sa pagdadala ng
payong
Habang nasa sasakyan at
mayroong kasama at ka
kuwentuhan at biglang
papara dahil malapit na

G. Paglalapat ng aralin sa Basahing mabuti ang
pang-araw-araw na buhay panuto.Isagawa ang ibinigay na
panuto.
1. Gumuhit ng maliit na
bilog.Pagkatapos ay gumuhit ng
mas malaking bilog sa ilalim ng
maliit na bilog at sa ibabang mabagi
ng malaking bilog ay gumawa ng
tuldok at sundan ng pakurbang
guhit.Gumuhit ng maliit na tatsulok
sa gitna ng maliit na bilog at sa
magkabilang gilid nito ay gumuhit
ng kalahating bilog
Aalis ang iyong guro upang
samahan ang iyong kamag-aral na
magpatingin sa klinika.
Pinagbilinan ka niya ng mga
gagawin habang nasa klinika ang
iyong guro. Ano ang iyong
gagawin?
Gawin ang Isulat A sa Hiyas sa Wika
5 ph. 19.
palang lumagpas sa
babaan
Madalas makaiwan ng
gamit sa sasakyan
Hindi na hahanapin ang
naiwang bagay sa
sasakyan
Pag-aalaalang bilhan ng
isang bagay na
kailanganng-kailangan ng
isang mahal sa buhay.
Basahin ng tahimik ang talata. GAWIN NINYO:
Piliin ang mga salitang pamilyar at (Trayad) Piliin ang isang
di-kilala mula sa teksto. Sa tulong kawikaan sa ibaba na
ng diksyunaryo, tukuyin ang maging tama ng iyong
kahulugan ng bawat isa. Tukuyin karanasan. Isulat ito sa
din kung ano ang iyong isang talata. Tulong-tulong
matuklasan at kung ito ba ay kayong tatlo sa paggawa.
nakapagbabago sa dating niyong Isa nag babasa pagkatapos
kaalaman. ng tatlong minute.
TUGOB FESTIVAL Ang mga asal sa buhay ay
Ang Tugob Festival ay isang di dapat limutin. Itanim ito
magarbong pagdiriwang sa sa isip at gawing gabay sa
Lungsod ng Ormoc na idinaraos buhay na tatahakin.
tuwing buwan ng Oktubre taon- Masdan ang langgam na
taon. Ang salitang Tugob ay ubod ng sipag kahit
salitang Ormocanon na ang ibig walang pinunong sa
sabihin ay “nag-uumapaw” na kanyay’y nakamatyag,
tumutukoy sa kasaganaan ng likas trabaho lang ng kanyang
na yaman ng Ormoc. Ipinapakita at pilit na inatupag.
ipinagmamalaki ng mga taga Ang anak ay bubusugins
Ormoc ang masaganang ani ng apangral. At pagdating ng
mga produktong pinya , tubo , araw siya’y isang
niyog , isda, gulay , palay at iba pa. karangalan.
Ito ay unang idinaos noong 2010
na itinaon sa pagdiriwang ng ika GAWIN MO:
63rd Charter Day ng lungsod. Basahin ang sumusunod.
Pinakainaabangang bahagi ng Alin sa mga ito ang
pagdiriwang ang street dancing naganap sa iyo?
kung saan ang mga kalahok ay Paano mo malulutas ang
galing sa iba’t ibang barangay ng suliranin?
Ormoc ,mga mag-aaral, at mga Itinakda nag
kawani ng lokal na pamahalaan ng pagsusulit tatlong araw
lungsod. Ang mga mananayaw ay bago ito ganapin. Hindi mo
nagsusuot ng matitingkad at
magagarang kasuotan habang
nagsasayaw sa kalsada upang
ipakita ang kanilang
pagpapasalamat sa nag-uumapaw
na biyaya ng lungsod. Ang street
dancing ay isang kumpetisyon sa
pinakamagaling umindak ,
pinakamakulay at
pinakamagarbong kasuotan at
pinakamagaling sa pagpapakita ng
kahulugan ng pagdiriwang sa
kanilang sayaw.
ito naitala sa kuwaderno.
Kaya pumasok kang di
nakapag-aral ta
nakapaghanda para rito.
_____________________
_____________________
___________
_____________________
_____________________
___________
_____________________
_____________________
___________
May proyekto
kayo sa Industrial Arts/
Home Economics. Humingi
ka ng P 80.00 sa iyong ina
para ipambayad sa mga
gamit sa pagbubuo nito.
Nawala ang pera at di mo
nakita.
_____________________
_____________________
___________
_____________________
_____________________
___________
_____________________
_____________________
___________
Nadawit ka sa
isang gulo. Lumakas lang
loob mo dahil marami
kayo. Lubhang nasaktan
ang kamag-aral na
nakalaban ninyo.
Ipinatawag kayo sa opisina
ng Guidance Councilor.
Alam mon gang kasunod
nito’y mga magulang mo
naman ang ipinatatawag.

H. Paglalahat ng Aralin Ano ang natutuhan mo sa
aralin?Ano ang kahalagahan ng
pagsunod sa panuto?
Ano ang inyong natutunan sa
pagbabahagi ng inyong
nasaksihan? Bakit kailangan na
maibigay natin ang mga detalye ng
isang pangyayari?
Anu-ano ang mga ginagamit na uri
ng pangungusap sa inyong binasa sa
Pamayanan ng Langgam?
Magbigay ng sarili mong halimbawa
ayon sa uri ng pangungusap.
Ano ang natutunan mo sa aralin?
Naibigay mo ba ng wasto ang mga
kahulugan ng mga salitang
pamilyar at di-kilala?
Paano/Ano ang iyong ginawa?
_____________________
_____________________
___________
_____________________
_____________________
___________
_____________________
_____________________
___________
Ano ang kahalagahan ng
karanasan?

I. Pagtataya ng Aralin Babasahin ng guro ang
panuto.Hayaan ang mga bata na
isagawa ito
A.Gumuhit ng isang parisukat. Isulat
dito ang BAWAL MAGTAPON NG
BASURA
Kulayan ito ng kulay dilaw
B. Gumuhit ng malaking bilog. Sa
kanang bahagi nito maglagay ng
maliit na kamay. Sa gitna ng bilog
ay isulat ang salitang HELLO gamit
ang malaking titik
Sumulat tungkol sa iyong
kaarawan sa pamamagitan ng
pagbuo ng talata.
Sa
Aking Kaarawan
Naging__________ ang
aking nakaraang kaarawan.
Naghanda ang aking ina ng ______
na pagkain para sa aking mga
kaibigan. Bumili naman ang aking
Ninang ng ______ cake.
Pagkatapos ng ______ salu-salo,
nagkaroon ng palaro. Isang
_______ pabitin ang ginawa ng
aking tatay. Nagsabit dito ang
aking Ate ng _____ laruan. Ang
_____ kong kaibigan ang nakaabot
ng bola sa pabitin. Lahat ng
dumalo ay ______ pagkat may uwi
silang laruan. Naibigan ko ang mga
regaling ibinigay sa akin ngunit ang
______ ko ay ang walking doll. Ang
buong mag-anak ay _____ subali’t
nasiyahan sila dahil nagging
masaya ang lahat.
Gumawa ng dayalogo sa pagsali mo
sa usapan gamit ang iba’t ibang uri
ng pangungusap.
Ibigay ang kahulugan ng salita na Iugnay moa ng sanhi sa
may salungguhit. Piliin ang sagot pangyayaring ito:
sa loob ng kahon.
Diperensiya walang hiya Pagsusulit noon.
magiging tanyag May ginawa kang talaan
Karangalan ng mga petsa at
hadlang pangyayari hingil sa
pagkakaroon ng kasarinlan
1. Ang mga talipandas ay ng Pilipinas. Ito ang iyong
pumupunta sa handaan ginamit sa balik-aral. May
kahit hindi iniimbita. nakalimutan kang limang
2. Ang mga may kapansanan petsa. Ang papel ay nasa
ay may kakayahang bulsa. Tumingin ka sa
maghanapbuhay. guro. Ang guro pala ay
3. Dapat mabuhay ng may nakatingin sa iyo.
dignidad ang mga tao.
4. Ang kahirapan ay hindi _____________________
sagwil sa edukasyon.. _____________________
5. Ang buhay ng taong _______
dakila ay magniningning _____________________
sa lipunan _____________________
_______
_____________________
_____________________
_______
J. Karagdagang Gawain Sumipi ng isang recipe muna sa Sumulat ng isang kuwento na Magbigay ng 5 salitang pamilyar at Bumasa ng isang bahagi sa
para sa takdang aralin at cook book at ilahad sa klase ang nagsasalaysay ng sariling 5 di-kilala/di-pamilyar sa iyo. bibliya. Isulat mo sa
remediation mga pamamaran na napapaloob karanasan maaring tungkol sa Ibigay ang kahulugan nito. maikling pangungusap
dito. sumusunod: kung paano mo ito
1.Isang Sorpresa inugnay sa ioyng buhay.
2.Ang aking Pasko
3. Isang Paglalakbay
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: Grade Level: VI
Teacher: Learning Area: MAPEH
DAILY LESSON LOG
Teaching Dates and Time: JANUARY 13 – 17, 2020 (WEEK 1) Quarter: 4TH QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE/S
A. Content Standard Demonstrates understanding of Demonstrates understanding Demonstrates understanding of the Demonstrates the concept of texture
the various tempo of the various tempo various tempo as:
1. Monophonic(one voice)
2. Homophonic (Voice and
accompaniment)
3. Polyphonic ( Many voices)

B. Performance Performs a given song, using Performs a given song, using Performs a given song, using tempo Performs a given song, using tempo WEEKLY TEST
Standard tempo marks appropriately tempo marks appropriately marks appropriately marks appropriately

C. Learning Identifies the different tempo in a Distinguish between ritardando Demonstrates the different kinds of Identifies aurally the texture of 1. Administering
Competencies given song or music: and accelerando as used in a tempo by following tempo marks in musical pieces test questions
(write the LC Code) -allegro song a familiar song 4.1 monophonic correctly
-andante MU6TX-Iva-b-2 “Pandangguhan” 4.2 homophonic
2. Administering
-ritardando MU6TX-Iva-b-3 4.3 polyphonic
-accelerando MU6TX-IVC-D-1 of Weekly test
-largo 3. Setting of
-presto Standards
-vivace 4. Test proper
MU6TX-Iva-b-1 5. Checking of
test results

II. CONTENT tempo Tempo tempo texture

III. LEARNING RESOURCES

A. References 21st century Mapeh in action 6 21st century Mapeh in action 6 21st century Mapeh in action 6 21st century Mapeh in action 6
1. TG/CG pages
2. Learner’s Materials
pages
3. Textbook pages 63-65 63-65 63-65 67-68 .

4. Materials
downloaded from
LRMDS
 B. Other Learning
Materials
IV. PROCEDURES
A. Reviewing What is tempo? Review about the previous lesson. Review about the previous lesson.
previous lesson Give the different symbols used.
and presenting
new lesson
B. Establishing a Which moves faster a horse or a Let the children to sing the song Today we are going to sing a song Today we are going to analyze the
purpose for the turtle? Sitsiritsit. with different tempo marks. three different kinds of texture.
lesson Compare the movement of the
two animals. Which runs fast?
C. Presenting Imagine yourself riding in an Today we are going to distinguish Sing the song.
examples/instance airplane going to Davao, or in a between ritardando and Are You Sleeping
s of the lesson “Ro-Ro Ship” going to the same accelerando.
destination. Will you arrive first
riding in an airplane or in a “Ro-
Ro Ship”? Why?

D. Discussing new Singing of the Song from the Ask the pupils if they know the Study Pandangguhan (note Discuss the three types of tempo.
concepts and Beatles “Ob-La-Di-Ob-La-Da” song Ob-La-Di-Ob-La-Da by the mahaba di kasya song) a. Monophonic or
practicing new then describes the flow of the Beatles? monophony- as the prefix
skills #1 music? How do you feel when Teach the song. “mono” means one sound.
singing it? Identify the flow of the song.
Ex. Are you sleeping,
Describes its flow.
brother John?
b. Homophonic texture- is a
single melodic sound with
accompaniment. It gives
focus on the melody as its
main feature and is
supported and colored by
another instrument like the
guitar or the piano. Example
Are You sleeping, brother
John?
c. Polyphonic texture-means
“having many sounds”. It
contains two or more
independent musical lines.
It is a musical composition,
which makes use of two or
 more melodies. Example
Choral music and orchestral
music.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

E. Discussing new What is tempo? Ritardando (rit.) a gradual change Identify the different tempo marks What is texture?
concepts and Give the most commonly used to a slower tempo. used in the song. Texture in music refers to the
practicing new tempo markings or symbols. Accelerando (accel.)a slow structure of a musical composition
skills #2 gradual change to a faster tempo. showing how many sounds, various
layers, or voices are heard at the
same time.
F. Developing What are the most common Present the song Sitsiritsit. Give the meaning of all the tempo Discuss about the different types of
mastery (lead to used tempo markings or Study the song. marks in the song Pandangguhan. texture.
formative symbols? What are the tempo markings
assessment 3) used in the song?
G. Finding practical Groupings Have you watched a concert or a
application of Singing of the song Sitsiritsit choral singing in your school? How
concepts and skills (two groups) many voices did you hear?
in daily living

H. Making What is tempo? Tell that Ritardando (rit.) a What are the three kinds of texture?
generalization and Give the different symbols of gradual change to a slower
abstractions about tempo. tempo.
the lesson Accelerando (accel.)a slow
gradual change to a faster tempo.
I. Evaluating learning Give the meaning of the
following.
1. Andante (moderately
slow)
2. Andantino (moderately
slow but flowing
tempo)
3. Adagio (slow, or in an
easy graceful manner)
4. Lento (Slow)
5. Largo (very slow,
broad)
6. Allergo (fast, lively,
brisk, and faster
tempo)
7. Allegretto (quicker than
andantino)
8. Moderato (moderate)
9. Vivace- (quickly, lively)
10. Presto (a very fast
tempo)
Give the song piece Sitsiritsit and Singing Pandangguhan Singing of the song. Follow the
be able to identify the tempo in 1.Vivace (lively) voices like the choral groups.
each part of the song. Manunugtug ay
nangagpasimula
At nangagsayawan ang
mga mutya
Sa mga padyak parang
magigiba
Ang bawat tapakan ng mga
bakya
II
Kung pagmamasdan ay
nakatutuwa
Ang hinhin nila'y hindi
nawawala
Tunay na hinahangaan ng
madla
Ang sayaw nitong ating
munting bansa
2.Andante(moderate)
Dahil sa ikaw mutyang
paraluman
Walang singganda sa dagat
silangan
Mahal na hiyas ang puso
mo hirang
Accel(gradually becoming
fast)
Ang pag-ibig mo'y hirap
makamtan
Kung hindi taos ay
masasawi
Mga pagsuyong iniaalay
Kung hindi taos ay
masasawi
Mga pagsuyong iniaalay
3 Largo (very very slow)
Halina aking mahal, ligaya
ko ay ikaw
Kapag 'di ka natatanaw,
Ang buhay ko ay anong
panglaw
Halina aking mahal, ligaya
ko ay ikaw
Kapag 'di ka natatanaw,
Ang buhay ko ay anong
panglaw
4 Allegro(brsik,lively, live)
Kung may pista sa aming
bayan,
Ang lahat ay nagdiriwang
May letchon bawat
tahanan,
May gayak pati simbahan
Paglabas ni Santa Mariang
mahal,
Kami ay taos na nagdarasal
Prusisyon dito ay
nagdaraan,
Kung kaya't ang iba'y nag-
aabang
5 Presto (very fast)
May tumutugtog at may
sumasayaw,
Mayrong sa galak ay
napapasigaw
Ang pista sa bayan namin
ay ganyan,
Ang saya'y tila walang
katapusan.
6 Vivace (fast, lively)

Manunugtug ay
nangagpasimula
At nangagsayawan ang
 mga mutya
Sa mga padyak parang
magigiba
Ang bawat tapakan ng mga
bakya
Kung pagmamasdan ay
nakatutuwa
Ang hinhin nila'y hindi
nawawala
Tunay na hinahangaan ng
madla
Ritardando (gradually
slowing)
Ang sayaw nitong ating
munting bansa

J. Additional
activities for
application or
remediation
V. REMARKS

VI. REFLECTION Assessing you as a teacher and analyzing the students’ progress this week.

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
acquired additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my
 teaching strategies
worked well? Why
did these work?
F. What difficulties did I
encountered which
my principal can help
me solve?
G. What innovation or
localized materials
did I used/discover
which I wish to share
with other teachers?
 GRADE 6
DAILY LESSON LOG
WEEK 1
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies /
Objectives
Measurement
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
School: Grade Level: VI
Teacher: Learning Area: MATHEMATICS
Teaching Dates and Time: JANUARY 13 – 17, 2020 (WEEK 1) Quarter: 4TH QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner………..
demonstrates understanding of volume of solid figures and meter reading.
is able to apply knowledge of volume of solid figures and meter reading in mathematical problems and real-life situations.
determines the relationship of the determines the relationship of derives the formula for finding derives the formula for finding derives the formula for
volume between 70.1 a rectangular the volume between 70.2 a the volume of cylinders the volume of cone finding the volume of
prism and a pyramid. cylinder and a cone. M6ME-IVa-96 M6ME-IVa-96 spheres.
M6ME-IVa-95 M6ME-IVa-95 M6ME-IVa-96
Measurement Measurement Measurement Measurement Measurement
21ST Century Mathletes 21ST Century Mathletes 21ST Century Mathletes 21ST Century Mathletes, 21ST Century Mathletes
21st Century Mathletes 6 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6, p. 21st Century Mathletes 6
272-285
21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6
Math 6 DLP Mod. 58 Math 6 DLP Mod. 58 Math 6 DLP Mod. 58 Math 6 DLP Mod. 58 Math 6 DLP Mod. 58
Mathletes 6 textbook, power point Mathletes 6 textbook, power Mathletes 6 textbook, power Mathletes 6 textbook, power Mathletes 6 textbook,
presentation point presentation point presentation point presentation power point presentation
Drill: A. Perform the indicated Drill: Find the surface area of the 1. Mental Computation 1. Mental Computation Drill by group: Name each
operation: ff. Drill: Solving for Volumes of Drill: Multiplying Whole figure. Then write the
35 x 25 Prisms Numbers formula in finding the
125 x 2.5 a) Teacher divides the class volume of the given figure.
30 ½ x 25 into 6 groups (per column). Each Multiply the following Choose your answer from
450 ÷ 20 group is provided with an mentally:(use flash cards or the
50 ½ x 15 illustration board ( 41 ), chalk, and use power point presentation) box.
B. Find the surface area of the ff. a. 15 x 4 b. 6 x 2 x 5
eraser.
1. e=25cm
b) Teacher flashes a card
2. l=16cm, w= 9cm, h=8cm d. 3 x 4 x 4 e. 16 x 6
with the dimensions of a prism.
3. d=14cm, h=23cm
For ex.: l = 8 cm w = 5 cm
Review: A.Identify the figure below:
h = 10 cm 2. Review: Finding the
B = 18 m2 h = 3 m Volumes of Cylinders
l = 21 m w = 51 m
Review: 1
Prepare different sizes of cans
h= m (as many as the number of
Volume of the pyramid= ______x 4

B.Establishing a purpose for the
lesson
B.Solve each situation.
1. a rectangular box has a length of
24 inches, a width of 18inches, a
width of 18 inches and a height of
30 inches. What is the surface area?
2. A sphere has a radius of 23cm.
What is the surface area?
Have you ever gone to a family
outing to a resort? There are many
different kinds of swimming pool,
isn’t it? There are swimming pools
for kids and for adults. There is also
Jacuzzi. If you will be asked how
much water is placed in the
swimming pool, how will you do it?
volume of rectangular prism.
For a rectangular prism, V=lxwxh
So for pyramid, V= _____ lxwxh=
lxwxh/?
Show the pupils a cylinder and a
cone. Let the pupils say
something about the figures.
c)The first student from each groups).
group solves mentally for the Each group will get one can Review:
volume of the prism and writes and do the following:
the answer on the illustration measure its height and its
board provided. radius in cm
d)When teacher say “boards up,” find its volume
they raise their boards up. share the solution and answer
e)Whoever gives the correct to the class
answer, with the proper label,
gets 2 points for his/her group.
f)Teacher flashes another card
and the next student in each
group solves mentally for the
volume and so on.
g)The group with the highest
number of points wins.
Review:
Present a story problem: Let pupils give examples of Let pupils give examples of
Water is indispensable because objects that are conical in objects that are round like a
of its many uses. However, some shape. Have them define or ball. Have them define or
places do not have enough supply describe a cone. describe a sphere.
of water. People need to store
water using jars, plastic
containers, drums, and water
tanks.
Carlo lives in a barangay with a
low supply of water. They need
to store water to ensure that
they have enough water to use
for their daily needs. To make
sure that they have a good supply
of water, his father installed a

C.Presenting Examples/Instances
of new lesson
The volume of prism is the amount
of space inside the prism. Volume is
measured in cubic units, which
means it tells you how many cubes
of a given size it takes to fill the
prism. We can use the diagram on
page 288 to show why the formula
of any prism works.
To find the volume (V) of a prism,
multiply the number of cubic units
needed to cover the base (B) by the
number of layers.
Volume of prism= is the product of
the base area (B) and the height (h).
V=Bxh
Since B=lxw, then V=lxwxh
Group activity:
Materials: a cylinder which
is open at one end and a cone
that is open
at the base (note: the cylinder
and the cone must have
congruent bases and altitude),
sand, worksheet
Procedure:
Let the children fill the cone with
sand then ask them to guess how
many “conefuls” of sand it would
take to completely fill the
cylinder. Let them check their
guesses by filling the cylinder
with sand from the cone.
Questions:
1) How many “conefuls” of
sand did you put to fill up the
cylinder?
2) Was your guess correct?
Why?
3) What mathematical
formula can you derive for the
volume of a cone?
Note: Volume of the cylinder is
three times the volume of the
cone
or the volume of the cone is
1 height of 10 cm and a
3
that of the cylinder.
4) What is the formula
used to find the volume of a
cylinder?
V=Bxh where
B = area of the base
new cylindrical water tank behind
their house.
The water tank, which is 18 dm
high with radius of 6 dm, assures
Carlo’s family that they have
enough water for their daily
consumption. How much water
can the cylindrical tank hold?
a. Let each group/pair
discuss the following questions
and record their answers or
ideas. Afterwards, they can share
them to the class.
1) Why is water important?
What are its uses?
2) Do you only need to
conserve if your place do not
have enough supply of water?
Why or why not?
3) How can we conserve
water?
4) What did Carlo’s father
install in their house? What is its
shape?
5) What are the
dimensions of the tank?
6) What are we asked to
find?
7) Do you know how to
find its volume?
Present a Story Problem: Volume is measured in
Marie attended a birthday cubic units. A circle on the
party where all children were sphere with the same
given party hats and ice cream center as the sphere has an
in cones. One little girl area of r2. Imagine this
accidentally dropped her ice same circle as the base of a
cream, so she started crying. cylinder that exactly
Marie saw the incident. She contains the sphere.
went over to the girl and gave
her ice cream. The little girl
gave her a big smile and said
“thank you.” Marie was very
happy.
Discussion:
a) What was the story
all about?
b) Why was the little girl
crying?
c) What did Marie do? The volume of this cylinder
d) Why was Marie very would be the area of its
happy? height, which is r2x2r, or
e) If you were Marie, 2r3. The sphere does not
would you have done the fill the whole cylinder. In
same thing? Why or why not? fact, its volume is 2/3 of the
f) What kind of solid volume of the cylinder.
figure was the container of the 2/3(2r3)=4/3 r3
ice cream?
g) If the cone has a Therefore , the volume of
the sphere is 4/3 r3
diameter of 5 cm, what is its
volume?
Do you know how to solve the
problem? How?

D.Discussing new concepts and
practicing new skills #1
22
B = r2,  = 3.14 or 7
5) How do we write the
formula for the volume of a
cone?
1
Vcone = 3 Bh where
B = are of the base
22
B = r2,  = 3.14 or 7
h = height of cone
Bh r 2 h
Vcone = 3 or 3
1
or 3 r2h
Volume of pyramid is the amount of 6) From the given word Discussion: Comparing the Volume of a 1.Let the pupils find the
space inside the pyramid. Volume is problem, can you now find the Let the pupils illustrate the tank. Cone and Volume of a volume of the sphere at the
measured in cubic units, which volume of the ice cream cone? Let them write/put the given data Cylinder right.
means it tells us how many cubes of a) Let them draw the cone correctly. Materials:worksheet, 10 oz
a given size it takes to fill the with its dimensions. 1
can, 4 cartolina, pair of
pyramid. b) Find the radius of the
scissors, mongo beans, tape
It takes three pyramids of popcorn cone.
Procedure:
to fill the rectangular box. The c) Write the formula for
a) Give each group a 10
pyramid and the rectangular prism volume. 1
have the same base and height. d) Solve for the answer. oz (milk) can and 4 cartolina.
Explain example no. 2 on page 289. e) Label the answer (Or pupils can bring out the
Complete the statement; correctly. materials if these are pre-
Volume of the pyramid= ______x r = 2.5 cm 2) Review then write the assigned.)
formula for finding the volume of b) Have the pupils
volume of rectangular prism. V = 31 Bh or 31 r2h
For a rectangular prism, V=lxwxh rectangular prisms: construct a cone from the
1
So for pyramid, V= _____ lxwxh= V= 3 (3.14 x 2.5 cm x 2.5 cm x 10 V=Bxh cartolina by cutting out a Discuss the answer on page
lxwxh/? cm) V=lxwxh semicircle, and taping the 293.
The volume of a pyramid is 1/3 the V = 31 (3.14 x 6.25 cm2 x 10 cm) where B = area of base sides.
volume of a prism w/ same base h = height of prism Have the pupils form
1
area (B) and height (h). V= 3 (3.14 x 62.5 cm3) 3) Do you think that solving a cone whose base has the
V= 1
(196.25 cm3) for the volume of a cylinder is same circumference as that of
3
somewhat similar to that of a the base of the can.
V = 65.42 cm3 (the answer is prism? Do we use the same c) Have the pupils
rounded off to the formula V = Bh? completely fill the cone with
nearest hundredths) 4) What specific formula do beans and pour them into the
we use in finding volumes of can. Repeat until the can is
d = 5 cm
cylinders? Elicit formula: V = r2 full.
xh d) Have the pupils
h = 10 cm 5) What is the base area of describe the volume of the can
the cylinder? How can we find in relation to that of the cone.
the area of the base or the circle? e) Questions:
(Let them write the formula.) 1) How many “conefuls”
area of circle = r2. of beans did you pour in the
6) Let the pupils solve for can?
the area of the circle in the given 2) What can you say
cylinder. Let them understand about the volume of the can
that the area of the circle compared to the volume of
represents the base of the the cone?
cylinder. Volume of the can = 3 times
7) Afterwards, let the the volume of the cone
pupils solve for the volume of the Volume of the cone = 3
1

given cylinder.
volume of the can
3)What solid figure is
represented by the can?
Therefore, we can say, that,
1
Volume of the cone = 3
volume of the cylinder
4) What mathematical
formula can you derive for the
volume of a cone?
Vcylinder = Bh where B = area of
the base = r2;
22
 = 3.14 or 7
h = height of the cylinder
1
Vcone = Bh
3
where B = area of the
base = r2;
22
 = 3.14 or 7
h = height of the cone
5) Going back to our
word problem, can you now
solve for the volume of the ice
cream cone?

a) Draw/illustrate the
cone. Write the dimensions.
b) Find the radius of the
cone.
c) Write the formula for
the volume.

E.Discussing new concepts and
practicing new skills #2
F.Developing mastery
(Leads to Formative
Assessment)
d) Solve for the volume.
Label the answer correctly.
r = 2.5 cm
1 1
V= 3 Bh or 3 r2h
1
V = (3.14 x 2.5 cm x 2.5 cm x
3
10 cm)
1
V = 3 (3.14 x 6.25 cm2 x 10
cm)
1
V= 3 (3.14 x 62.5 cm3)
1
V = (196.25 cm3)
3
V = 65.42 cm3 (Answer was
rounded off to
the nearest hundredths)
d = 5 cm
h = 10 cm
Let the pupils watch the video of Let the pupils watch the video of Group Activity: Group activity: Let the pupils watch the
relationship between pyramid and relationship between cylinder 1) Let each group construct Answer the ff. video of Volume of Sphere,
prism. and cone. cylinders of various sizes using 1.A cone has a height of 20 cm How to get the Formula.
cardboard and glue. and a radius of 12 cm.
2) Let them measure the Compute its volume.
height and the radius of each 2. Find the volume of cone
cylinder in cm. with height 7cm and radius of
3) Let them solve for the base 3 cm.
volume of their cylinders using 3. What is the volume of cone
the formula. with radius 4.5 and height
4)Group sharing follows 13cm?
afterwards.
Group Activity: Group Activity: Find the volume of each of the Let the pupils work by pairs, Pair-share:
1) Let each group construct a 1.Let each group of pupils following cylinders. and answer the following: 1.A spherical tank for
prism and a pyramid with the same construct a cone and a cylinder Use  = 3.14 Find the volume of each cone, natural gas has a radius of
base and height. with the same diameter and use  = 3.14: 7meters. About how many
2) Let them solve for the height. cubic meters of natural gas
volume of the two figures using the 2. provide rice or mongo seeds can it hold? Use =22/7.
formula. 3. Let the pupils fill the cylinder Round your answer to the
3) Group sharing follows with rice or mongo seeds using nearest hundredth.
 afterwards. the cone.
4. how many cones of rice or Discuss the answer on page
mongo seeds can fit inside the 295-296.
cylinder?
5. how do we find the volume of
a cone?

Find the missing dimension.

Fill in the blanks:
d) radius = 8 m, height =
_____; Volume = 602.88 m3
e) diameter = 14 cm,
radius = _____, height = 5.1
cm, Volume = _____
f) r = _____, h = 2.1 m,
V = 19.782 m3
G.Finding practical applications of Find the volume of the ff. Find the volume of the cylinder. Solve for the missing value to
concepts and skills in daily living Use  = 3.14. complete the table. Use  =
1. r = 2 cm 3.14.
h = 9 cm
V=
2. d = 10 mm
h = 16 mm
V=
3. d = 20 dm
r=
4cm
5cm h=
V = 4710 dm3
4. r =
6cm
h = 1.6 m
V = 1.256 m3
5. B =
h = 24 cm
V = 10 851.84 cm3
H.Making generalizations and The volume of a prism is given by The Volume of a Cylinder is How can you find the volume of a How do you find the volume How do you find the
abstractions about the lesson the formula given by the formula V = πr² h cylinder? of a cone? What is the volume of a sphere? What
V = Bh while the Volume of a Cone is Volume of a Cylinder formula used? is the formula used?
where B is the area of the base V = 1/3 πr² h V = πr² h
and h is the height.
The volume of a pyramid is given by
the formula V = 1/3 Bh
where B is the area of the base
 and h is the height

I.Evaluating Learning Find the volume of the ff. figures. Evaluate item number 5, 8 and 9 Give the volume of the given A. Solve for the volume A. Solve for the
Write the formula used. on page 297. cylinder: of each cone: volume of each sphere.

Find the volume of the ff.:

Compare the formula used in

solving the volume of the ff. figures

J.Additional activities for Answer Math Challenge on page

application and remediation 298-299
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
DAILY LESSON LOG
Teaching Dates and Time: JANUARY 13 – 17, 2020 (WEEK 1)
I. OBJECTIVES MONDAY
The learners demonstrate
understanding of…
A. Content Standards
the effects of earthquakes
and volcanic eruptions:
The learners should …
B. Performance Standards design an emergency and
preparedness plan and kit
The learners should be able
to…
1. describe the changes on
C. Learning the Earth’s surface as a result
Competencies/Objectives of earthquakes and volcanic
eruptions;
6ES-IVa-1
1. Forces that affect changes
on the earth’s surface
II. CONTENT / TOPIC 1.1 Earthquakes
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 6ES-IVa-1
2. Learner’s Materials pages
3. Textbook pages
4. Additional materials from
LRMDS portal
B. Other Materials Charts, videoclip
IV. PROCEDURES
A. Reviewing previous lesson or Are you familiar with earth’s
School:
Teacher:
TUESDAY
The learners demonstrate
understanding of…
the effects of earthquakes
and volcanic eruptions:
The learners should …
design an emergency and
preparedness plan and kit
The learners should be able
to…
1. describe the changes on
the Earth’s surface as a
result of earthquakes and
volcanic eruptions;
6ES-IVa-1
1. Forces that affect
changes on the earth’s
surface
1.1 Earthquakes
6ES-IVa-1
Charts,videoclip
Do you have an idea on how
WEDNESDAY
The learners demonstrate
understanding of…
the effects of earthquakes and
volcanic eruptions:
The learners should …
design an emergency and
preparedness plan and kit
The learners should be able
to…
1. describe the changes on the
Earth’s surface as a result of
earthquakes and volcanic
eruptions;
6ES-IVa-1
1. Forces that affect changes
on the earth’s surface
1.1 Earthquakes
(INTENSITY SCALE)
6ES-IVa-1
Charts,videoclip
Identify the forces that affect
Grade Level: VI
Learning Area: SCIENCE
Quarter: 4th QUARTER
THURSDAY FRIDAY
The learners demonstrate The learners demonstrate understanding
understanding of… of…
the effects of earthquakes and the effects of earthquakes and volcanic
volcanic eruptions: eruptions:
The learners should … The learners should …
design an emergency and design an emergency and preparedness
preparedness plan and kit plan and kit
The learners should be able to… The learners should be able to…
1. describe the changes on the 1. describe the changes on the Earth’s
Earth’s surface as a result of surface as a result of earthquakes and
earthquakes and volcanic volcanic eruptions;
eruptions; 6ES-IVa-1
6ES-IVa-1
1. Forces that affect changes on 1. Forces that affect changes on the
the earth’s surface earth’s surface
1.1 Earthquakes 1.1 Earthquakes
6ES-IVa-1 6ES-IVa-1
charts charts
What is an earthquake?
 presenting the new lesson layer? earth exist and formed?
Can you describe it?
Show an illustration or a Do you know how
model of an earth. mountains and volcanoes
 What can you say are formed?
B. Establishing a purpose for the
about the earth? We are going to find out
lesson
by studying the different
crustal plates and their
movements.
Show a videoclip about the  Have teacher
earth’s layer. present an
illustration of
 What can you say different crustal
about the video? plates.
 Present a videoclip
about crustal
C. Presenting examples/ plates.
instances of the new lesson
Discuss the following: Unlocking of Difficulties:
1. Mantle 1. Tectonic Plates
2. Outer Core 2. Faults
D. Discussing new concepts and 3. Inner Core 3. Trench
practicing new skills #1 4. Crust 4. Continental Plates
5. Oceanic Plates
6. Athenosphere
7. Lithosphere
changes on the earth’s surface
Have you experienced an
earthquake? How do you feel?
Show picture of earthquake
and its destructive effects.
 What can you say
about the pictures?
 Show videoclip about
earthquake
Presenting Vocabulary
Develpoment:
1. Earthquake
2. Intensity
3. Magnitude
Define the intensity and its
scale.
What can you say about the
effects of an earthquake?
Tell some destructive effects of
earthquake based on its
intensity.
Show chart of for the Richter
Scale (Magnitudeof an
Earthquake )
The total amount of energy
released by an earthquake at its
center or focus is called
magnitude. Magnitude tells the
relative severity of an
earthquake.

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
formative assessment )
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalization and
abstraction about the lesson
 What natural
occurnces help
scientist learn about
the layers of the
earth?
Tell something about the
different layers of the earth
and how they are connected
to the changes of the earth’s
surface.
Group Activity:
Each group will make a
model of an earth showing
the different layers.
The earth is made up of
layers. These layers are the
crust, the mantle, and the
outer and inner core.
The continents of the
earth and ocean floor
are made up of very
large oieces of rocks
called plates.
 Have the teacher
discuss/explain the
Continental Drift
Theory andOceanic
Plates and other
changes that affect
the earth’s surface.
Differentiate trench and a
fault.
What are the different kinds
of crustal paltes?
Group Work and
Presentation:
Name some causes of the
movements of the earh’s
crust.
The crust consists mainly of
solid rock. The Continental
plates and the oceanic
plates aee parts of the
earth’s crust. These plates
are in constant motion. The
otion of these plates causes
Let the teacher explain how an
earthquake occurs.
 What is an
earthquake?
 Differentiate between
magnitude and
intensity.
What do you call the
instrument used to measure
the intensity of an earthquake?
What are the effects of an
earthquake?
What is an earthquake?
How it occurs?
Each number on the Richter
Scale represents a ground
movement that is ten times
greater than the next lower
number. It is measured by an
instrument called a
seismograph. For example, in an
earthquake of magnitude 6, the
ground moves 10 times as much
as it moves in a quake of
magnitude 5.
Differentiate Magnitude from
Intensity.
Group Work:
Refer to the Richter Scale and
Mercalli Scale. Draw the effects
of earthquake.
Group I
Magnitude 8.0
Group II
Magnitude 4.5
Group III
Magnitude 6.0
Group IV
Magnitude 7.0
Describe what is an earthquake.
Differentiate between
magnitude and intensity of an
earthquake.

I. Evaluating learning
J. Additional activities for
application / 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
Make an illustration of an
earths’s layer and describe
each layer.
Research the work of Alfred
Lothor Wegenes and in his
contributions about the
drifting continent theory.
the formation of fault and
trenches.
Essat type of Test
Explain briefly the
Continental Drift Theory ad
explain how it affects the
earth’s surface.
Make a research about
earthquake.
Essay type of Test
Which intensity scales are
destructive according to the
PHIVOLCS Intensity Scale?
Describe the details of
destruction.
Give some effects of strong
earthquakes.
Choose the correct answer:
1. The sudden movement
of earth’s crust is called
a. Intensity
b. Earthquake
c. Magnitude
d. Earth’s energy
2. The total amount of
energy released by the
sudden tectonic
movement is
a. Intensity
b. Earthquakes
c. Magnitude
d. Earth’s energy
Name and discuss two indirect
causes of injury during an
earthquake.
D. No. of learners who continue
to require remediation

E. Which of my teaching
strategies worked well ?Why
did this work ?

F. What difficulties did my

principal or supervisor can
help
me solve ?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers ?