Beruflich Dokumente
Kultur Dokumente
listens critically to different text types; expresses ideas logically in oral and written forms;
B. Establishing a purpose for the lesson . A.Setting the stage: Display the chart on the board.Ask A.Setting the stage: a.Show the picture to the pupils. 1.Setting the stage:
1.Show the following faces: pupils: What comes into your mind 1.Show the word “text type” on the b.Ask: What do you think the boy Ask the pupils the following
when you see the word “light”? What board. is doing? questions:
comes into your mind when you see Ask: Do you know what is a text type? Why the boy looks dizzy? What is inferring?
the word “dark”? Examine the Let the pupils give their opinions What is target?
a.Do you know who’s in the definition of the words “light and about text type. When we say “audience”, to
picture? dark” in the meaning lists at the Say :The phrase ‘text type’ is a way of whom do we refer it?
b.What can you say about picture? learning materials. Ask: What other classifying and defining different types
c.What emotions each words can you give for lights and of language interaction, both spoken
pictures dark? and written. It refers to the
expressed? purpose of a text and the way it is
written
C. Presenting examples/instances of the Today, we’re going to learn the At the end of the lesson, you will be Tell the pupils that at the end of At the end of the lesson, pupils are
new lesson Present a short story on the board. different meanings of content specific able to distinguish text-type according the lesson, they will learn to use able to infer the target audience
(The Donkey) words (denotation and connotation to features (structural and language); compound sentences to show Original File Submitted and
Ask: Who are the characters in the read aloud grade level appropriate cause and effect and be tactful in Formatted by DepEd Club
story? text with an accuracy communicating others. Member - visit depedclub.com
How each animal expressed their rate of 95 – 100% and take down
for more
feeling? relevant notes.
D. Discussing new concepts and Teacher reads the short story. 2.Explaining the students what to
practicing new skills #1 Pupils will listen. 1.Ask the pupils to point out what the 1..Show the powerpoint presentation 1.Present the chart on the board. do
The Donkey two words’ definitions have in about the topic. 2.Ask pupils to study what is Let the pupils study the picture.
A donkey found the skin of a dead common. Students will likely point ..\TEXT TYPS.ppt written in the chart. Discuss with them how to infer
lion. He put it on and frightened all out that they are both adjectives. 2..Discuss and explain to the Compound sentences are made up target audience.
the animals but did not make a Continue the comparison and pupils the text type according to of two simple sentences Ask the following questions:
sound. One dog was suspicious; the contrast of the two words until they features(structural and connected by a coordinating -What is audience?
donkey tried to roar to frighten the come up with which word has the language).Refer pupils to the conjunction. These conjunctions -Who should be the audience?
dog but brayed instead. When the positive and negative meanings, then learners’ manual are also known as FANBOYS: -What are the key aspects would
dog heard the donkey braying, he introduce the denotation and F - For have been chosen to appeal on the
laughed and laughed. connotation A - And target market?
N - Nor
B - But
O - Or
Y - Yet
S– So
Denotation Chart”
After his grandmother passed
away, Ken was so grief-stricken he 2.Explain to the groups that you are
out when she has a party but “Connotation and Denotation Chart”
J. Additional activities for application or Pupils will restate the sentences Write I example of each text type Directions: Do the following Watch a television commercial at
remediation heard on one’ own words. Then, Ask the pupils to answer the activities: home or find an ad in a newspaper
show to the class the appropriate activities under “Do and Learn or magazine
facial expressions expressed in the Activity 1: Read the compound Then , write one paragraph
sentence. sentence silently. describing the ad, making an
Even in hard times when I don't . Activity 2: Write five (5) compound inference about who the target
have a lot of money, I stay hopeful sentences. Underline once the audience is, and explaining why
and believe that next month will be cause and twice the effect . they think this.
better. Encircle the conjunction used in
When I see that puzzled look on the sentence.
your face, I know that you didn't
understand my question.
Wow! I'm really impressed that
Ashley can speak 7 languages,
whereas I only speak one!
Ugh! I don't have anything to do.
I'm so bored!!
After Kylie had her heart broken by
her ex-boyfriend, she felt so down
and blue. She is very sad.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the
in the evaluation next objective. next objective. next objective. next objective. next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery mastery
B. No. of learners who require ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties
additional activities for remediation answering their lesson. answering their lesson. answering their lesson. answering their lesson. in answering their lesson.
who scored below 80% ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson
because of lack of knowledge, because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, because of lack of knowledge,
skills and interest about the lesson. and interest about the lesson. and interest about the lesson. skills and interest about the skills and interest about the
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the lesson. lesson.
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on the ___Pupils were interested on the
encountered in answering the encountered in answering the encountered in answering the lesson, despite of some difficulties lesson, despite of some difficulties
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. encountered in answering the encountered in answering the
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson despite questions asked by the teacher. questions asked by the teacher.
despite of limited resources used despite of limited resources used by of limited resources used by the ___Pupils mastered the lesson ___Pupils mastered the lesson
by the teacher. the teacher. teacher. despite of limited resources used despite of limited resources used
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished by the teacher. by the teacher.
their work on time. their work on time. their work on time. ___Majority of the pupils finished ___Majority of the pupils finished
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their their work on time. their work on time.
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary ___Some pupils did not finish their ___Some pupils did not finish their
behavior. behavior. behavior. work on time due to unnecessary work on time due to unnecessary
behavior. behavior.
C. Did the remedial lessons work? No. of ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
learners who have caught up with the above above above above above
lesson
D. No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
require remediation additional activities for remediation additional activities for remediation activities for remediation additional activities for additional activities for
remediation remediation
E. Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up
the lesson lesson lesson the lesson the lesson
F. What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
which my principal or supervisor can require remediation require remediation require remediation require remediation require remediation
help me solve?
G. What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
materials did I use/discover which I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
Development: ___Metacognitive Development: ___Metacognitive Development:
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
taking and studying techniques, taking and studying techniques, and taking and studying techniques, and taking and studying techniques, taking and studying techniques,
and vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments. and vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-
share, quick-writes, and share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and pair-share, quick-writes, and
anticipatory charts. charts. charts. anticipatory charts. anticipatory charts.
___Schema-Building:
Examples: ___Schema-Building: Examples: ___Schema-Building:
Examples:
___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and
projects. projects. projects.
___Contextualization: ___Contextualization:
___Contextualization:
Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization: ___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local
manipulatives, repetition, and local
Examples: Demonstrations, media, Examples: Demonstrations, media,
manipulatives, repetition, and local opportunities. opportunities. manipulatives, repetition, and manipulatives, repetition, and
opportunities. local opportunities. local opportunities.
___Text Representation: ___Text Representation: ___Text Representation:
___Text Representation:
Examples: Student created drawings,
Examples: Student created drawings, ___Text Representation: Examples: Student created
Examples: Student created videos, and games. videos, and games. Examples: Student created drawings, videos, and games.
drawings, videos, and games. ___Modeling: Examples:
Speaking ___Modeling: Examples: Speaking drawings, videos, and games. ___Modeling: Examples: Speaking
___Modeling: Examples: Speaking slowly and clearly, modeling the
slowly and clearly, modeling the ___Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to
slowly and clearly, modeling the language you want students to use, language you want students to use, slowly and clearly, modeling the use, and providing samples of
language you want students to use, and providing samples of student and providing samples of student language you want students to student work.
and providing samples of student work. work. use, and providing samples of Other Techniques and Strategies
work. student work. used:
Other Techniques and Strategies Other Techniques and Strategies ___ Explicit Teaching
Other Techniques and Strategies used: used: Other Techniques and Strategies ___ Group collaboration
used: ___ Explicit Teaching ___ Explicit Teaching used: ___Gamification/Learning throuh
___ Explicit Teaching ___ Group collaboration ___ Group collaboration ___ Explicit Teaching play
___ Group collaboration ___Gamification/Learning throuh play ___Gamification/Learning throuh play ___ Group collaboration ___ Answering preliminary
___Gamification/Learning throuh ___ Answering preliminary ___ Answering preliminary ___Gamification/Learning throuh activities/exercises
play activities/exercises activities/exercises play ___ Carousel
___ Answering preliminary ___ Carousel ___ Carousel ___ Answering preliminary ___ Diads
activities/exercises ___ Diads ___ Diads activities/exercises ___ Differentiated Instruction
___ Carousel ___ Differentiated Instruction ___ Differentiated Instruction ___ Carousel ___ Role Playing/Drama
___ Diads ___ Role Playing/Drama ___ Role Playing/Drama ___ Diads ___ Discovery Method
___ Differentiated Instruction ___ Discovery Method ___ Discovery Method ___ Differentiated Instruction ___ Lecture Method
___ Role Playing/Drama ___ Lecture Method ___ Lecture Method ___ Role Playing/Drama Why?
___ Discovery Method Why? Why? ___ Discovery Method ___ Complete IMs
___ Lecture Method ___ Complete IMs ___ Complete IMs ___ Lecture Method ___ Availability of Materials
Why? ___ Availability of Materials ___ Availability of Materials Why? ___ Pupils’ eagerness to learn
___ Complete IMs ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Complete IMs ___ Group member’s
___ Availability of Materials ___ Group member’s ___ Group member’s ___ Availability of Materials collaboration/cooperation
___ Pupils’ eagerness to learn collaboration/cooperation collaboration/cooperation ___ Pupils’ eagerness to learn in doing their tasks
___ Group member’s in doing their tasks in doing their tasks ___ Group member’s ___AudioVisual Presentation
collaboration/cooperation ___ Audio Visual Presentation ___ Audio Visual Presentation collaboration/cooperation of the lesson
in doing their tasks of the lesson of the lesson in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson
School: TAPIA ELEMENTARY SCHOOL Grade Level: V-C
GRADES 1 to 12 Teacher: RUBILYN M. LUMBRES Learning Area: FILIPINO
DAILY LESSON LOG Teaching Dates and Time: JANUARY 13 – 17, 2020 (WEEK 1)/12:50-1:40 Quarter: 4TH QUARTER
E.Pagtalakay ng bagong konsepto at PANGKATANG GAWAIN Basahin ang mga pangungusap hango Ibigay ang tinutukoy o kahulugan A. Punan ang mga kahon ng mga
paglalahad ng bagong kasanayan #2 Isulat ang sanhi at bunga ng bawat sa balita. batay sa paglalarawang nakatala sa pangyayaring nagaganap sa buhay
sitwasyon. 1. Sa isang pagtitipon ay ipinakilala bawat bilang. Gawing gabay ang ng isang tutubi.
PANGKAT I – Napagalitan si Janella na nagging Kinatawang Arzadon si bilang ng linya at ilang mga titik sa
ng kanyang ina. Dominador Cariaga pagsagot
PANGKAT II-Patuloy na nagtatapon kay Magsaysay. Pa__ __ __ aw
ng basura si Nelia sa dagat 2. O! kumusta?‖ 1. Pantanggal ng bara o mga bagay
PANGKAT III – Nag-aral nang mabuti 3. Pag ako‘y nahalal, G. Cariaga, ika‘y na di kaaya-aya
si Gerricho dahil mayroon silang tutulungan ko. particular sa loob ng katawan ng tao
pagsususlit Pagmasdang mabuti ang mga m___ ___ ___ ng ___ n
pangungusap. 2. Iba pang tawag sa taong mayabang
1. Ano ang napapansin ninyo dito? o may mataas na
2. Anong uri ng pangungusap ang pagtingin sa sarili.
mga ito? k ___ ___ ___ r ___ an
3. Pamayanan o lugar kung saan ang
mga naninirahan
ay magkakalahi o magkakauri at
karaniwang
pinamumunuan ng hari
t ___ ___ n ___
4. Luklukan o upuan ng
makapangyarihan gaya ng hari
o obispo.
n ___ tr ___ sy ___ ___
5. Iba pang tawag sa proseso ng
pagbibigay at pagtanggap
ng sustansiya.
F.Paglinang na Kabihasaan Pag-uulat nang bawat pangkat ng Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain
kanilang pangkatang gawain at Ipagawa sa mga bata ang mga Ipagawa sa mga bata ang mga Igawa ng balangkas ang mga
pagbibigay ng puna at puntos sa sumusunod gamit ang iba‘t ibang uri sumusunod gamit ang iba‘t ibang uri sumusunod na sitwasyon.
pangkatang gawain gamit ang ng pangungusap. ng pangungusap na may salitang Pangkat I- Nalalapit na Pasko
rubrics. Pangkat I-Tula pamilyar at di-pamilyar. Pangkat II- Kaarawan ng iyong
RUBRICS SA PANGKATANG GAWAIN Pangkat II-Rap Pangkat I-Tula Magulang
Pangkat III-Jazz Chant Pangkat II-Rap Pangkat III- Buhay ng iyong
Pangkat III-Jazz Chant hinahangaang artista
Pangkat IV- Magandang Lugar na
iyong napuntahan
G.Paglalapat ng aralin sa pangaraw-araw na Sa iyong paglalakad sa daan ay may Nagagamit ba natin sa ating pang- Bilang isang mag-aaral, paano mo Sa iyong paglalakad pauwi sa
buhay nakita kang isang batang lansangan araw-araw na pamumuhay ang iba- mapapangalagaan ang ating paaralan, nakita mo ang iyong
na sa tingin mo ay hindi pa kumakain. ibang uri ng pangungusap? Sa kalikasan at mapigilan ang global kaibigan na walang humpay sa
Ano ang maaring gawin o paanong paraan? warming? Bakit? panghuhuli ng tutubi pero
maitutulong sa batang ito? Bakit? pinaglalaruan nila ito hanggang sa
mamatay. Ano ang gagawin mo?
Bakit?
H.Paglalahat ng aralin May mga dahilan sa pagbibigay ng Uri ng Pangungusap Ayon sa Gamit Ang mga pamilyar na salita ay yaong Ang pagsusunud-sunod ng mga
sanhi at bunga ang bawat 1. Pasalaysay – nagsasalaysay o mga salitang karaniwang ginagamit pangyayari o kaisipan ng kuwentong
pangyayari. nagkukuwento; nagtatapos sa tuldok sa ating pang-ara-araw na binasa ay nagiging madali sa
Dapat matukoy na mabuti ang sanhi (.) pamumuhay samantalang ang di- paggamit ng balangkas. Ang
upang malutas ang suliranin at Halimbawa: Si Ramon Magsaysay ay pamilyar na salita ay mga salitang di balangkas ang naggsisilbing gabay
maging maganda ang bunga. malapit sa puso ng masa. madalas marinig at gamitin sa araw- sa pag-aayos ng mga kaisipan o
2. Patanong - nagtatanong; araw. paksa ng kuwento o talatang binasa.
nagtatapos sa tandang pananong (?).
Halimbawa: Paano siya naglingkod sa
bayan?
3. Pautos o Pakiusap- ang pautos ay
nag-uutos; ang pakiusap ay nag-
uutos sa anyong nakikiusap. Ang
pautos ay nagtatapos sa tuldok; ang
pakiusap ay maaring nagtatapos
sa tuldok (.) o tandang pananong (?).
Halimbawa: Tawagin mo ang iyong
kaibigan.
Maaari bang pumarito na kayo?
4. Padamdam – nagpapahayag ng
matinding damdamin; nagtatapos sa
tandang
Padamdam (!).
Halimbawa: Talagang kahanga-hanga
siya!
I.Pagtataya ng aralin Pagtambalin ang mga sanhi na nasa Tukuyin ang uri ng pangungusap. Ibigay ang kahulugan ng mga Buuin ang balangkas sa tulong ng
kahon at ang mga bunga s Isulat ang PS sa patlang kung pamilyar at di-pamilyar na salita na seleksyon/talata.
sumusunod na mga bilang. Isulat ang pasalaysay, PT kung patanong, PK may salungguhit sa pangungusap. Marami sa mga butones na ating
sagot sa patlang. kung pakiusap, PU kung pautos at PD Piliin ang tamang sagot sa kahon na ginagamit sa ating mga kasuotan ay
Malulusog ang mga tanim na kung padamdam. nasa ibaba. nagmula sa mga kabibeng minsan
halaman ni Mang Andong. ____1. Nagsisisigaw pa rin ba si 1. Ang mg balong panustos ng tubig ay nagging tirahan ng mg hayop-
______________________________ Emma? ay salat. dagat. Matitigas ang mga kabibeng
_________________ ____2. Hinahamon niya ako ng away. 2. Marami ang biyayang ipinagkaloob ito kaya‘t mainam na gamiting
Malakas na umiiyak ang bunsong ____3. Hoy! Ang yabang mo. ng Diyos sa atin. butones. Maaaring lagyan ng butas
anak ni Nemia. ____4. Pakisabi kay Angie na gusto 3. Animo isang malaking telebisyon ang mga ito at itubog sa iba-ibang
______________________________ ko siyang makausap. ang lumitaw sa kumpol ng alapaap. kulay.
_________________ ____5. Inalalayang tumayo ni Joan si 4. Mabilis na tumalima ang katulong Kung minsan, ang malalaking kabibe
Napapatawa ang bawat masalubong JayAr. sa utos ni Janett. ay nagagawang plato o tray. Marahil
ni Carina. 5. Naging bulagsak ang maraming tao ay nakakita na kayo ng ganitong
______________________________ sa paggamit ng tubig. mga lalagyan ng pagkain sa
_________________ sumunod mapag-aksaya malalaking handaan. Paminsan-
Pinuri ng guro at pinalakpakan ng kulang na kulang ibinigay minsan, ang ilang pangkaing-dagat
mga kamag-aral si Pauline. kalangitan nawala ay inihahain din sa kabibe.
______________________________ Ang Kahalagahan ng Kabibe
_________________ I. Nagagamit sa iba-ibang paraan an
Malungkot na malungkot nang kabibe
umuwi mula sa pabrika si Mang Ador. A.
______________________________ _____________________________
_________________ ___
a. Mataas na mataas ang kanyang B.
lagnat. _____________________________
b. Tinanggal siya sa trabaho. ___
c. Alaga niya sa dilig at pataba ang C.
mga halaman _____________________________
d. Dumating ang kanyang kapatid ___
e. Tamang lahat ang mga sagot niya II. Ginagamit na tray oplato ang
sa pagsusulit malalaking kabibe.
f. Magkaiba ang kulay ng suot niyang _____________________________
pares ng sapatos ___
_____________________________
___
_____________________________
___
J.Karagdagang Gawain para sa takdang Ano ang maaaring bunga ng Bantasan ang bawat pangungusap at Magtala ng tig-limang pamilyar na Gumawa ng isang balangkas tungkol
aralin at remediation sumusunod na mga sanhi? Isulat sa tukuyin ang uri nito. Isulat ang salita at 5 di-pamilyar na salita, ibigay sa iyong paboritong bayani. Isulat
patlang ang sagot. pasalaysay, patanong, padamdam, ang kahulugan ng bawat isa. Gamitin ito sa inyong kuwaderno
1. Naglaro at mataagal na naligo sa pautos at pakiusap. ito sa pangungusap
ulan si James. __________1. Huwaran siya sa
______________________________ kabaitan
_________ __________2. Basahin mo ang
2. Makakapiling na ni Gerric ang kanyang talambuhay
asawang matagal nang nawalay sa __________3. Pakisulat mo na rin ng
kanya. buod nito
______________________________ __________4. Kay galing mo talaga
_____________________________ __________5. Sino ang nakatapos na
3. Pumasok siya sa paaralan nang sa proyekto
hindi nag-almusal at hindi rin siya
nagtanghalian.
______________________________
______________________________
_____
4. Tumaas na naman ang presyo ng
langis at gasoline.
______________________________
______________________________
____
5. Naiwala ni Thelma ang perang
pambayad sa kanyang matrikula.
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80% ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to
sa pagtatayao. next objective. next objective. next objective. next objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery mastery mastery
B.Bilang ng mag-aaralna nangangailangan ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties
ng iba pang Gawain para sa remediation answering their lesson. answering their lesson. answering their lesson. answering their lesson. in answering their lesson.
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills lesson because of lack of
and interest about the lesson. and interest about the lesson. and interest about the lesson. and interest about the lesson. knowledge, skills and interest
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the about the lesson.
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on
encountered in answering the encountered in answering the encountered in answering the encountered in answering the the lesson, despite of some
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson answering the questions asked by
despite of limited resources used by despite of limited resources used by despite of limited resources used by despite of limited resources used by the teacher.
the teacher. the teacher. the teacher. the teacher. ___Pupils mastered the lesson
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished despite of limited resources used
their work on time. their work on time. their work on time. their work on time. by the teacher.
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils finished
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary their work on time.
behavior. behavior. behavior. behavior. ___Some pupils did not finish
their work on time due to
unnecessary behavior.
C.Nakatulong ba ang remedial? Bilang ng ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
mag-aaral na nakaunawa sa aralin. above above above above above
D.Bilang ng mag-aaral na magpapatuloy sa ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for
remediation
E.Alin sa mga estratehiyang pagtuturo ang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
nakatulong ng lubos?Paano ito nakatulong? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
lesson lesson lesson lesson the lesson
F.Anong sulioranin ang aking naranasan na ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
solusyunansa tulong ng aking punungguro require remediation require remediation require remediation require remediation require remediation
at superbisor?
G.Anong kagamitang panturo ang aking Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
nadibuho nanais kong ibahagi sa kapwa ko ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
guro? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques,
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and pair-share, quick-writes, and
charts. charts. charts. anticipatory charts. anticipatory charts.
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building:
Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and
projects. projects.
___Contextualization: ___Contextualization: ___Contextualization:
Examples: Demonstrations, media,
Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization: ___Contextualization:
manipulatives, repetition, and local manipulatives, repetition, and local
manipulatives, repetition, and local
Examples: Demonstrations, media, Examples: Demonstrations,
opportunities. opportunities. opportunities. manipulatives, repetition, and local media, manipulatives, repetition,
opportunities. and local opportunities.
___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation:
Examples: Student created drawings,
Examples: Student created drawings,
Examples: Student created drawings, ___Text Representation: Examples: Student created
videos, and games. videos, and games. videos, and games. Examples: Student created drawings, videos, and games.
___Modeling: Examples:
Speaking ___Modeling: Examples:
Speaking ___Modeling: Examples: Speaking drawings, videos, and games. ___Modeling: Examples:
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: Speaking Speaking slowly and clearly,
language you want students to use, language you want students to use, language you want students to use, slowly and clearly, modeling the modeling the language you want
and providing samples of student and providing samples of student and providing samples of student language you want students to use, students to use, and providing
work. work. work. and providing samples of student samples of student work.
work. Other Techniques and Strategies
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies used:
used: used: used: Other Techniques and Strategies ___ Explicit Teaching
___ Group collaboration
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching used: ___Gamification/Learning throuh
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Explicit Teaching play
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh ___ Group collaboration ___ Answering preliminary
play play play ___Gamification/Learning throuh activities/exercises
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary play ___ Carousel
activities/exercises activities/exercises activities/exercises ___ Answering preliminary ___ Diads
___ Carousel ___ Carousel ___ Carousel activities/exercises ___ Differentiated Instruction
___ Diads ___ Diads ___ Diads ___ Carousel ___ Role Playing/Drama
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Diads ___ Discovery Method
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction ___ Lecture Method
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama Why?
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Complete IMs
Why? Why? Why? ___ Lecture Method ___ Availability of Materials
___ Complete IMs ___ Complete IMs ___ Complete IMs Why? ___ Pupils’ eagerness to learn
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Group member’s
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials collaboration/cooperation
___ Group member’s ___ Group member’s ___ Group member’s ___ Pupils’ eagerness to learn in doing their tasks
collaboration/cooperation collaboration/cooperation collaboration/cooperation ___ Group member’s ___AudioVisual Presentation
in doing their tasks in doing their tasks in doing their tasks collaboration/cooperation of the lesson
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation in doing their tasks
of the lesson of the lesson of the lesson ___ Audio Visual Presentation
of the lesson
School: TAPIA ELEMENTARY SCHOOL Grade Level: V-B
GRADES 1 to 12 Teacher: RUBILYN M. LUMBRES Learning Area: MAPEH
DAILY LESSON LOG Teaching Dates and Time: JANUARY 13 – 17, 2020 (WEEK 1)/1:40-2:20 Quarter: 4TH QUARTER
II. CONTENT ANG PAGKAKAIBA-IBA NG MGA : Dynamics sa madamdaming Mga Kagamitansa Paggawa ng 3 Pinagmulan at Layunin ng mga Pagpapanatili at Pagpapaunlad ng
TEMPO GINAMIT SA AWITING pagpapahayag ng musika Dimensyonal Craft na Paper Beads Pangunang Lunas Physical Fitness
MUSIKAL
IV. PROCEDURES
A. Reviewing previous lesson or Pakinggang mabuti ang awiting 1. Pagsasanay 1.Balik-aral Ipakita ang mga larawan ng isang Ano ang masasabi ninyo sa
presenting the new lesson “Kalesa”. a. Rhythmic Pagpapakita ng mga larawan ng mga masigla at malusog na pamilya na di imbentaryo ng inyong
i. Clapping/Paagpalakpak kagamitang ginamit sa paggawa ng 3 gumagamit ng gateway drugs. gawaing pisikal?
dimensyonal craft na paper mache.
IIsa-isahin muli ang mga ito sa
pamamagitan ng paglalagay ng
pangalan sa guhit na nasa ibaba ng
larawan.
B. Establishing a purpose for the identifies the different dynamic Gawain Pagpapakita ng larawan tungkol sa describes the Philippines
lesson levels used in a song heard 1.Pagganyak paunang panlunas. physical activity pyramid
Pagganyak
Pagpapakita ng larawan ng Paper
Beads
Itanong:
1.Ano ang nasa larawan?
2.Ano ang panagalan ng likhang –
sining na ito/
3.Ano-ano ang mga kagamitan
ginamit sa paglikha nito?
C. Presenting examples/instances of Anong uri ng transportasyon ang 2.Paglalahad 1.Paglalahad Pag-usapan sa klase ang larawan sa Nalilinang ba ng mga gawaing ito
the new lesson kalesa? Higit na gumaganda ang isang “Pag-usapan Natin” sa LM. ang mga sangkap ng skill-related
Sa anong uri ng pamayanan makikita awit o tugtugin kapag naipahayag ng Ang paggawa ng paper bead ay isang Pasagutan ang mga tanong sa ibaba fitness?
ang kalesa? maayos ang isinasaad sa gawaing nakakalibang na maaring Original File Submitted and
Ano ang mabuting naidudulot sa pagkakitaan kung gagamitan ng Formatted by DepEd Club Member
pamamagitan ng wastong paglakas at
kapaligiran ang paggamit ng kalesa? kaalaman sa paglikha ng mga - visit depedclub.com for more
Kung kayo ay mabibigyan ng paghina nito sa mga bahagi ng palamuti. Ito ay nagmula pa sa
pagkakataong makagamit pa ng komposisyon na kakikitaan ng antas. bansang Inglatera na kung saan ang
kalesa, nanaisin ba ninyo? Bakit? Ang pagsunod sa mga sagisag ng mga kababaihan ay matiyagang
Paano ninyo maipakikita ang dynamics ay nagbibigay ng kakaibang nagbibilot ng maliliit na papel upang
pagpapahalaga sa kapaligiran? sigla at kahulugan nito makulayan at matuhog para gawing
Sa awiting “Kalesa”, ano ang inyong palamuti sa katawan gayundin upang
napansin sa tempo nito? maging palamuti sa bahay tulad
Aling bahagi ng awitin ang may kurtinang gawa sa tinuhog na beads.
mabagal na tempo? May mabilis na Nangangailangan ng
tempo? masusing at matiyagang pagbibilot o
pagrorolyo ng maliliit na papel upang
makalikha ng beads na kukulayan ng
pintura at didisenyuhan base sa nais.
Maaaring tuhugin at
gawing pulseras, kwintas, palawit sa
hikaw at iba pang palamuti sa
katawan at bahay ang nagawang
tinuhog na beads.
D. Discussing new concepts and Pakinggan ang mga sumusunod na Pagtalakay . mga kagamitan sa paggawa ng Pag-usapan sa klase ang larawan sa Muling bigyan ng pansin ang anim
practicing new skills #1 awitin at tukuyin ang tempo ng Pakinggang muli ang paper beads; “Pag-usapan Natin” sa LM. na sangkap ng skill-related fitness.
awiting napakinggan. awit ng Ako ay Pilipino Pasagutan ang mga tanong sa ibaba. Kagaya ng mga sangkap ng health-
habang sumusunod sa Iskor 1.Papel – magasin , art paper at Ang 3 pangunahing mga layunin ng related fitness, mahalaga ring
1. “Rikiting-kiting” C , so ng awit na nakasulat sa coloured ay maaaring gamitin paunang tulong-panlunas, na mas dapat pagtuunan ng pansin na
Manila Paper. 2.Lapis- para sa pagguhit sa korte ng kilala bilang 3 P (tatlong P) ang mga linangin ang skill-related fitness.
2. 4. “Rock-a-Bye Baby” F, la papel sumusunod: Ang mga sangkap na ito ang
3.Ruler- para sa pagsusukat kalimitang ginagamit sa mga
3. “Dandansoy” C, m
4.Gunting- para sa paggupit ng mga • Pagpapanatili ng buhay gawaing pang-isports. Ang iba’t
4. 5. “Daniw” C, so papel (Preserve life) ibang laro at isports ay nagtataglay
5.Mainipis na kahoy na dowel- para • Pag-iwas mula sa ng iba’t ibang bahagi ng skill-
5. “Pandangguhan” F, fa sa pagrorolyo ng papel pagkakaroon ng mga dagdag na related fitness. Karamihan sa mga
6.Malambot na brush ng pinta-para pinsala o pag-iwas sa paglala ng isports na ito ay nangangailangan
sa pag-aaplay ng glu sa papel kapinsalaan o karamdaman (Prevent ng mas higit sa isang sangkap.
7.Glue/ pandikit- para sa pagdidikit further injury or illness) Ang anim na sangkap ng skill-
ng mga paper beads • Pagtataguyod sa paggaling related fitness ay ang sumusunod:
8.Patpat na kahoy-para sa (Promote recovery)
pagpapatuyo ng beads pagkatpos
barnisan
9.Soft paint brush- sa pagpapahid ng
barnis
10.Barnis- para magkakulay at hindi
kumapit ang dumi
11.Oasis florist block-para sa
seguridad ng beads
E. Discussing new concepts and Tukuyin ang tempo ng mga A.Sagutin ang mga tanong 3.Pagpapalalim ng Pag-unawa Bigyan ng oras ang mga bata na
practicing new skills #2 bahaging awiting a.Saang parte ng awit ginamit ang 1.Ano-ano ang mga kagamitang basahin at pag-aralan ang 3 ilisan at naaayon sa pagkilos. Ang
“Pandangguhan”.Awitin ng paghina ng boses? ginamit sa paggawa ng Paper Beads ? mahahalagang layunin ng pangunang isang taong maliksi ay kalimitang
wastong may tamang tempo. b.Saang parte ng awit naramdaman 2.Itala sa inyong mga papel ang mga lunas. mahusay sa mga isports na
ang paglakas ng awit? kagamitang iyong nakikita na Mga Pangunahing kasanayan sa wrestling, diving, soccer, tennis,
maaring gamitin sa paggawa ng Pagbibigay ng Pangunahing Tulong- badminton, at iba pa.
paper beads Panlunas Balance (balanse) – ang kakayahan
ng katawan na panatilihing nasa
wastong tikas at kapanatagan
habang nakatayo sa isa o dalawang
paa (static balance), kumikilos sa
sariling espasyo at patag na lugar
(dynamic balance) o sa
pag-ikot sa ere (in flight). Ang isang
tao na nagtataglay ng kasanayan
sa pagbalanse ay kalimitang
mahusay sa mga gawain tulad ng
gymnastics at ice skating.
Coordination (koordinasyon) – ang
kakayahang magamit ang mga
pandama kasabay ng isang parte o
higit pang parte ng katawan. Ito
ang kakayahan ng iba’t ibang parte
ng katawan na kumilos nang
sabay-sabay na parang iisa na
walang kalituhan. Ang mga
manlalaro ng basketbol, baseball,
softball, tennis, at golf ay
nagtataglay ng ganitong
kakayahan.
F. Developing mastery Pangkatang gawain Pangkatang gawain 2.Gawaing Pansining Bumuo ng tatlong grupo kung saan Hahatiin ang klase sa anim na
(Leads to Formative Assessment 3) pangkat. Bawat pangkat ay
ang bawat grupo ay tatalakayin ang
bibigyan ng isang sangkap ng skill-
Sumangguni sa LM ( GAWAIN) bawat layunin ng pangunang lunas. related fitness. Bibigyan ng laang
oras ang bawat pangkat para
umisip ng isang gawain, laro
/isports, at sayaw na lumilinang sa
ibinigay na sangkap sa grupo. Sa
pamamagitan ng malikhaing
presentasyon, ipapakita ng bawat
pangkat ang naisip na gawain,
laro/isports, at sayaw. Huhulaan
ito ng iba pang pangkat. Ang
sinumang makahula ay bibigyan ng
karampatang puntos.
G. Finding practical applications of Ano ang inyong naramdaman 5.Paglalapat 2.Repleksyon Pangkatang Gawain
concepts and skills in daily living habang nakikinig kayo sa mga awitin Paano mo mabibigyang halaga ang
Gawin ang Pangkatang
na may iba’t-ibang tempo? mga kagamitan na makikita sa iyong
Gawain kapaligiran na maaari naman gamitin
sa paggawa ng paper beads?
Hatiin sa dalawang pangkat ang klase
a.Pangkat 1- Pakinggan ang awit NA
“Ako ay Pilipino” at awitin ito ng may
wastong paghina at paglakas.
b.Pangkat 2- Pakinggan ang “Ako ay
Pilipino”. Awitin ito nang may
wastong damdamin gamit ang antas
at simbolo ng dynamiks na nakasulat
sa Iskor ng awit.
H. Making generalizations and Ang tempong largo ay mabagal na 4.Paglalahat 1.Paglalahat .Ano ang paunang lunas at ang Ang agility (liksi), balance
abstractions about the lesson matatag samantalang ang presto ay Kung ang Dynamics ay tumutukoy sa Ang paggawa ng paper beads ay isa (balanse), coordination
mahalagang layunin nito?
mabilis na nagmamadali. Ang allegro paglakas at paghina ng pag-awit at sa mga kapakipakinabang hindi (koordinasyon), power, speed
ay mabilis habang ang moderato ay pagtugtog. lamang ito nakadaragdag ng palamuti (bilis), at reaction time ay mga
may katamtamang bilis. Ang Anu-ano naman ang tatlong antas ng ito rin ay pwede pagkakitaan. sangkap ng skill-related fitness na
andante ay mabagal at ang vivace ay Dynamics? dapat linangin upang magawa ang
mas mabilis sa allegro samantalang (p) – Mahinang pag-awit mga kasanayan sa paglalaro,
ang ritardando ay papabagal at ang (mf) –Katamtamang lakas ng pag- pagsasayaw, o mga gawaing pang-
accelerando ay papabilis. awit araw-araw nang buong husay. Ang
(f) –Malakas na pag-awit mga sangkap na ito ay bubuo sa
wastong pagtupad ng kalusugang
dapat matamo ng bawat isa. Sa
pamamagitan ng pagbalik-tanaw
sa mga sangkap na ito, ang lubos
na pag-unawa sa mga konsepto at
kasanayan ay kinakailangan para
sa pagpapaunlad ng kaalaman sa
physical fitness.
I. Evaluating learning Sumangguni sa LM__________. Pagtataya SURIIN Ulat Pangkalusugan 1. Basahin ang mga sumusunod na
Isulat sa 5pangungusap ang Punan ang patlang ng wastong sagot. Isulat ang Tama kung tama pangungusap na nasa
kahalagahan ng pag-awit ng may 1.Ang __________ay ginagamit ang isinasaad ng Pangungusap at Mali kahon at sagutin ang tanong.
wastong lakas at wastong hina gamit upang mairolyo ng maayos ang kung ang 2. Gumuhit ng mga gawaing
ang antas ng dynamics papel. isinasaad ay mali. nakalilinang ng mga sumusunod na
2.Ang __________ay para sa pag- sangkap ng skill-related fitness.
aaplay ng glue sa papel. Gumawa ng isang islogan na
3. Ginagamit ang _______sa naaayon kung paano ito
pagsusukat mapauunlad:
4. Ang barnis ay ay para magkaroon
ng _____at upang maiwasan ang a. Agility (liksi)
pagkapit ng dumi. b. Speed (bilis)
5. Ang malambot na Brush ng pinta c. Power
ay ginagamit para sa pagpapahid ng
______.
J. Additional activities for Sumangguni sa LM__________. Takdang-aralin Sumangguni sa LM__________. Makipanayam sa mga “ Health Takdang- aralin
application or remediation Sumipi ng awit at isulat sa papel Ang Workers” sa Sentrong Pangkalusugan Laging isaisip na sa lahat ng ating
Bayan ko. ng barangay tungkol sa pgbibigay ng pang-araw-araw na gawain ay
pangunang lunas sa mga sanggol at ginagamit natin ang mga sangkap
matatanda na biglang nagkasakit o ng skill-related fitness upang mas
napinsala. maging madali at ligtas ang mga
gawain.
Gumawa ng personal na kontrata
para sa paglinang ng mga sangkap
na nabanggit. Ipasa ang kontrata
sa susunod na pagkikita.
All rights reserved. No part of this
material may be reproduced or
transmitted in any form or by any
means - electronic or mechanical
including photocopying – without
written permission from the
DepEd Central Office. First Edition,
2015. 71
V. REMARKS
VI. REFLECTION
A. No. of learners who earned ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the
80% in the evaluation next objective. next objective. next objective. next objective. next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery mastery mastery mastery
B. No. of learners who require ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in
additional activities for answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
remediation who scored below ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
80% answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge,
and interest about the lesson. and interest about the lesson. and interest about the lesson. and interest about the lesson. skills and interest about the
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the lesson.
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on the
encountered in answering the encountered in answering the encountered in answering the encountered in answering the lesson, despite of some difficulties
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. encountered in answering the
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson despite questions asked by the teacher.
despite of limited resources used by despite of limited resources used by despite of limited resources used by of limited resources used by the ___Pupils mastered the lesson
the teacher. the teacher. the teacher. teacher. despite of limited resources used
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished by the teacher.
their work on time. their work on time. their work on time. their work on time. ___Majority of the pupils finished
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their their work on time.
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary ___Some pupils did not finish their
behavior. behavior. behavior. behavior. work on time due to unnecessary
behavior.
C. Did the remedial lessons work? ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
No. of learners who have caught above above above above above
up with the lesson
D. No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
require remediation additional activities for remediation additional activities for remediation additional activities for remediation activities for remediation additional activities for
remediation
E. Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
work? lesson lesson lesson lesson the lesson
F. What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
which my principal or supervisor require remediation require remediation require remediation require remediation require remediation
can help me solve?
G. What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
materials did I use/discover which ___Metacognitive
Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
Development: ___Metacognitive Development:
I wish to share with other Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
teachers? taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques,
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and
charts. charts. charts. charts. anticipatory charts.
___Schema-Building:
Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and
projects. projects.
___Contextualization: ___Contextualization: ___Contextualization:
___Contextualization:
Examples: Demonstrations, media,
Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local manipulatives, repetition, and local
manipulatives, repetition, and local Examples: Demonstrations, media,
manipulatives, repetition, and local opportunities. opportunities. opportunities. manipulatives, repetition, and
opportunities. local opportunities.
___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation:
___Text Representation:
Examples: Student created drawings,
Examples: Student created drawings,
Examples: Student created drawings, Examples: Student created
Examples: Student created videos, and games. videos, and games. videos, and games. drawings, videos, and games.
drawings, videos, and games. ___Modeling: Examples:
Speaking ___Modeling: Examples:
Speaking ___Modeling: Examples:
Speaking ___Modeling: Examples: Speaking
___Modeling: Examples: Speaking slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the
slowly and clearly, modeling the language you want students to use, language you want students to use, language you want students to use, language you want students to
language you want students to use, and providing samples of student and providing samples of student and providing samples of student use, and providing samples of
and providing samples of student work. work. work. student work.
work. Other Techniques and Strategies
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies used:
Other Techniques and Strategies used: used: used: ___ Explicit Teaching
used: ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Group collaboration
___ Explicit Teaching ___ Group collaboration ___ Group collaboration ___ Group collaboration ___Gamification/Learning throuh
___ Group collaboration ___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh play play
___Gamification/Learning throuh play play ___ Answering preliminary ___ Answering preliminary
play ___ Answering preliminary ___ Answering preliminary activities/exercises activities/exercises
___ Answering preliminary activities/exercises activities/exercises ___ Carousel ___ Carousel
activities/exercises ___ Carousel ___ Carousel ___ Diads ___ Diads
___ Carousel ___ Diads ___ Diads ___ Differentiated Instruction ___ Differentiated Instruction
___ Diads ___ Differentiated Instruction ___ Differentiated Instruction ___ Role Playing/Drama ___ Role Playing/Drama
___ Differentiated Instruction ___ Role Playing/Drama ___ Role Playing/Drama ___ Discovery Method ___ Discovery Method
___ Role Playing/Drama ___ Discovery Method ___ Discovery Method ___ Lecture Method ___ Lecture Method
___ Discovery Method ___ Lecture Method ___ Lecture Method Why? Why?
___ Lecture Method Why? Why? ___ Complete IMs ___ Complete IMs
Why? ___ Complete IMs ___ Complete IMs ___ Availability of Materials ___ Availability of Materials
___ Complete IMs ___ Availability of Materials ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Group member’s ___ Group member’s
___ Pupils’ eagerness to learn ___ Group member’s ___ Group member’s collaboration/cooperation collaboration/cooperation
___ Group member’s collaboration/cooperation collaboration/cooperation in doing their tasks in doing their tasks
collaboration/cooperation in doing their tasks in doing their tasks ___ Audio Visual Presentation ___AudioVisual Presentation
in doing their tasks ___ Audio Visual Presentation ___ Audio Visual Presentation of the lesson of the lesson
___ Audio Visual Presentation of the lesson of the lesson
of the lesson
School: TAPIA ELEMENTARY SCHOOL Grade Level: V-C
GRADES 1 to 12 Teacher: RUBILYN M. LUMBRES Learning Area: MAPEH
DAILY LESSON LOG Teaching Dates and Time: JANUARY 13 – 17, 2020 (WEEK 1)/2:20-3:00 Quarter: 4TH QUARTER
VIII. CONTENT ANG PAGKAKAIBA-IBA NG MGA : Dynamics sa madamdaming Mga Kagamitansa Paggawa ng 3 Pinagmulan at Layunin ng mga Pagpapanatili at Pagpapaunlad ng
TEMPO GINAMIT SA AWITING pagpapahayag ng musika Dimensyonal Craft na Paper Beads Pangunang Lunas Physical Fitness
MUSIKAL
X. PROCEDURES
K. Reviewing previous lesson or Pakinggang mabuti ang awiting 1. Pagsasanay 1.Balik-aral Ipakita ang mga larawan ng isang Ano ang masasabi ninyo sa
presenting the new lesson “Kalesa”. a. Rhythmic Pagpapakita ng mga larawan ng mga masigla at malusog na pamilya na di imbentaryo ng inyong
i. Clapping/Paagpalakpak kagamitang ginamit sa paggawa ng 3 gumagamit ng gateway drugs. gawaing pisikal?
dimensyonal craft na paper mache.
IIsa-isahin muli ang mga ito sa
pamamagitan ng paglalagay ng
pangalan sa guhit na nasa ibaba ng
larawan.
L. Establishing a purpose for the identifies the different dynamic Gawain Pagpapakita ng larawan tungkol sa describes the Philippines
lesson levels used in a song heard 1.Pagganyak paunang panlunas. physical activity pyramid
Pagganyak
Pagpapakita ng larawan ng Paper
Beads
Itanong:
1.Ano ang nasa larawan?
2.Ano ang panagalan ng likhang –
sining na ito/
3.Ano-ano ang mga kagamitan
ginamit sa paglikha nito?
M. Presenting examples/instances of Anong uri ng transportasyon ang 2.Paglalahad 1.Paglalahad Pag-usapan sa klase ang larawan sa Nalilinang ba ng mga gawaing ito
the new lesson kalesa? Higit na gumaganda ang isang “Pag-usapan Natin” sa LM. ang mga sangkap ng skill-related
Sa anong uri ng pamayanan makikita awit o tugtugin kapag naipahayag ng Ang paggawa ng paper bead ay isang Pasagutan ang mga tanong sa ibaba fitness?
ang kalesa? maayos ang isinasaad sa gawaing nakakalibang na maaring Original File Submitted and
Ano ang mabuting naidudulot sa pagkakitaan kung gagamitan ng Formatted by DepEd Club Member
pamamagitan ng wastong paglakas at
kapaligiran ang paggamit ng kalesa? kaalaman sa paglikha ng mga - visit depedclub.com for more
Kung kayo ay mabibigyan ng paghina nito sa mga bahagi ng palamuti. Ito ay nagmula pa sa
pagkakataong makagamit pa ng komposisyon na kakikitaan ng antas. bansang Inglatera na kung saan ang
kalesa, nanaisin ba ninyo? Bakit? Ang pagsunod sa mga sagisag ng mga kababaihan ay matiyagang
Paano ninyo maipakikita ang dynamics ay nagbibigay ng kakaibang nagbibilot ng maliliit na papel upang
pagpapahalaga sa kapaligiran? sigla at kahulugan nito makulayan at matuhog para gawing
Sa awiting “Kalesa”, ano ang inyong palamuti sa katawan gayundin upang
napansin sa tempo nito? maging palamuti sa bahay tulad
Aling bahagi ng awitin ang may kurtinang gawa sa tinuhog na beads.
mabagal na tempo? May mabilis na Nangangailangan ng
tempo? masusing at matiyagang pagbibilot o
pagrorolyo ng maliliit na papel upang
makalikha ng beads na kukulayan ng
pintura at didisenyuhan base sa nais.
Maaaring tuhugin at
gawing pulseras, kwintas, palawit sa
hikaw at iba pang palamuti sa
katawan at bahay ang nagawang
tinuhog na beads.
N. Discussing new concepts and Pakinggan ang mga sumusunod na Pagtalakay . mga kagamitan sa paggawa ng Pag-usapan sa klase ang larawan sa Muling bigyan ng pansin ang anim
practicing new skills #1 awitin at tukuyin ang tempo ng Pakinggang muli ang paper beads; “Pag-usapan Natin” sa LM. na sangkap ng skill-related fitness.
awiting napakinggan. awit ng Ako ay Pilipino Pasagutan ang mga tanong sa ibaba. Kagaya ng mga sangkap ng health-
habang sumusunod sa Iskor 1.Papel – magasin , art paper at Ang 3 pangunahing mga layunin ng related fitness, mahalaga ring
6. “Rikiting-kiting” C , so ng awit na nakasulat sa coloured ay maaaring gamitin paunang tulong-panlunas, na mas dapat pagtuunan ng pansin na
Manila Paper. 2.Lapis- para sa pagguhit sa korte ng kilala bilang 3 P (tatlong P) ang mga linangin ang skill-related fitness.
7. 4. “Rock-a-Bye Baby” F, la papel sumusunod: Ang mga sangkap na ito ang
3.Ruler- para sa pagsusukat kalimitang ginagamit sa mga
8. “Dandansoy” C, m
4.Gunting- para sa paggupit ng mga • Pagpapanatili ng buhay gawaing pang-isports. Ang iba’t
9. 5. “Daniw” C, so papel (Preserve life) ibang laro at isports ay nagtataglay
5.Mainipis na kahoy na dowel- para • Pag-iwas mula sa ng iba’t ibang bahagi ng skill-
10. “Pandangguhan” F, fa sa pagrorolyo ng papel pagkakaroon ng mga dagdag na related fitness. Karamihan sa mga
6.Malambot na brush ng pinta-para pinsala o pag-iwas sa paglala ng isports na ito ay nangangailangan
sa pag-aaplay ng glu sa papel kapinsalaan o karamdaman (Prevent ng mas higit sa isang sangkap.
7.Glue/ pandikit- para sa pagdidikit further injury or illness) Ang anim na sangkap ng skill-
ng mga paper beads • Pagtataguyod sa paggaling related fitness ay ang sumusunod:
8.Patpat na kahoy-para sa (Promote recovery)
pagpapatuyo ng beads pagkatpos
barnisan
9.Soft paint brush- sa pagpapahid ng
barnis
10.Barnis- para magkakulay at hindi
kumapit ang dumi
11.Oasis florist block-para sa
seguridad ng beads
O. Discussing new concepts and Tukuyin ang tempo ng mga A.Sagutin ang mga tanong 3.Pagpapalalim ng Pag-unawa Bigyan ng oras ang mga bata na
practicing new skills #2 bahaging awiting a.Saang parte ng awit ginamit ang 1.Ano-ano ang mga kagamitang basahin at pag-aralan ang 3 ilisan at naaayon sa pagkilos. Ang
“Pandangguhan”.Awitin ng paghina ng boses? ginamit sa paggawa ng Paper Beads ? mahahalagang layunin ng pangunang isang taong maliksi ay kalimitang
wastong may tamang tempo. b.Saang parte ng awit naramdaman 2.Itala sa inyong mga papel ang mga lunas. mahusay sa mga isports na
ang paglakas ng awit? kagamitang iyong nakikita na Mga Pangunahing kasanayan sa wrestling, diving, soccer, tennis,
maaring gamitin sa paggawa ng Pagbibigay ng Pangunahing Tulong- badminton, at iba pa.
paper beads Panlunas Balance (balanse) – ang kakayahan
ng katawan na panatilihing nasa
wastong tikas at kapanatagan
habang nakatayo sa isa o dalawang
paa (static balance), kumikilos sa
sariling espasyo at patag na lugar
(dynamic balance) o sa
pag-ikot sa ere (in flight). Ang isang
tao na nagtataglay ng kasanayan
sa pagbalanse ay kalimitang
mahusay sa mga gawain tulad ng
gymnastics at ice skating.
Coordination (koordinasyon) – ang
kakayahang magamit ang mga
pandama kasabay ng isang parte o
higit pang parte ng katawan. Ito
ang kakayahan ng iba’t ibang parte
ng katawan na kumilos nang
sabay-sabay na parang iisa na
walang kalituhan. Ang mga
manlalaro ng basketbol, baseball,
softball, tennis, at golf ay
nagtataglay ng ganitong
kakayahan.
P. Developing mastery Pangkatang gawain Pangkatang gawain 2.Gawaing Pansining Bumuo ng tatlong grupo kung saan Hahatiin ang klase sa anim na
(Leads to Formative Assessment 3) pangkat. Bawat pangkat ay
ang bawat grupo ay tatalakayin ang
bibigyan ng isang sangkap ng skill-
Sumangguni sa LM ( GAWAIN) bawat layunin ng pangunang lunas. related fitness. Bibigyan ng laang
oras ang bawat pangkat para
umisip ng isang gawain, laro
/isports, at sayaw na lumilinang sa
ibinigay na sangkap sa grupo. Sa
pamamagitan ng malikhaing
presentasyon, ipapakita ng bawat
pangkat ang naisip na gawain,
laro/isports, at sayaw. Huhulaan
ito ng iba pang pangkat. Ang
sinumang makahula ay bibigyan ng
karampatang puntos.
Q. Finding practical applications of Ano ang inyong naramdaman 5.Paglalapat 2.Repleksyon Pangkatang Gawain
concepts and skills in daily living habang nakikinig kayo sa mga awitin Paano mo mabibigyang halaga ang
Gawin ang Pangkatang
na may iba’t-ibang tempo? mga kagamitan na makikita sa iyong
Gawain kapaligiran na maaari naman gamitin
sa paggawa ng paper beads?
Hatiin sa dalawang pangkat ang klase
a.Pangkat 1- Pakinggan ang awit NA
“Ako ay Pilipino” at awitin ito ng may
wastong paghina at paglakas.
b.Pangkat 2- Pakinggan ang “Ako ay
Pilipino”. Awitin ito nang may
wastong damdamin gamit ang antas
at simbolo ng dynamiks na nakasulat
sa Iskor ng awit.
R. Making generalizations and Ang tempong largo ay mabagal na 4.Paglalahat 1.Paglalahat .Ano ang paunang lunas at ang Ang agility (liksi), balance
abstractions about the lesson matatag samantalang ang presto ay Kung ang Dynamics ay tumutukoy sa Ang paggawa ng paper beads ay isa (balanse), coordination
mahalagang layunin nito?
mabilis na nagmamadali. Ang allegro paglakas at paghina ng pag-awit at sa mga kapakipakinabang hindi (koordinasyon), power, speed
ay mabilis habang ang moderato ay pagtugtog. lamang ito nakadaragdag ng palamuti (bilis), at reaction time ay mga
may katamtamang bilis. Ang Anu-ano naman ang tatlong antas ng ito rin ay pwede pagkakitaan. sangkap ng skill-related fitness na
andante ay mabagal at ang vivace ay Dynamics? dapat linangin upang magawa ang
mas mabilis sa allegro samantalang (p) – Mahinang pag-awit mga kasanayan sa paglalaro,
ang ritardando ay papabagal at ang (mf) –Katamtamang lakas ng pag- pagsasayaw, o mga gawaing pang-
accelerando ay papabilis. awit araw-araw nang buong husay. Ang
(f) –Malakas na pag-awit mga sangkap na ito ay bubuo sa
wastong pagtupad ng kalusugang
dapat matamo ng bawat isa. Sa
pamamagitan ng pagbalik-tanaw
sa mga sangkap na ito, ang lubos
na pag-unawa sa mga konsepto at
kasanayan ay kinakailangan para
sa pagpapaunlad ng kaalaman sa
physical fitness.
S. Evaluating learning Sumangguni sa LM__________. Pagtataya SURIIN Ulat Pangkalusugan 1. Basahin ang mga sumusunod na
Isulat sa 5pangungusap ang Punan ang patlang ng wastong sagot. Isulat ang Tama kung tama pangungusap na nasa
kahalagahan ng pag-awit ng may 1.Ang __________ay ginagamit ang isinasaad ng Pangungusap at Mali kahon at sagutin ang tanong.
wastong lakas at wastong hina gamit upang mairolyo ng maayos ang kung ang 2. Gumuhit ng mga gawaing
ang antas ng dynamics papel. isinasaad ay mali. nakalilinang ng mga sumusunod na
2.Ang __________ay para sa pag- sangkap ng skill-related fitness.
aaplay ng glue sa papel. Gumawa ng isang islogan na
3. Ginagamit ang _______sa naaayon kung paano ito
pagsusukat mapauunlad:
4. Ang barnis ay ay para magkaroon
ng _____at upang maiwasan ang a. Agility (liksi)
pagkapit ng dumi. b. Speed (bilis)
5. Ang malambot na Brush ng pinta c. Power
ay ginagamit para sa pagpapahid ng
______.
T. Additional activities for Sumangguni sa LM__________. Takdang-aralin Sumangguni sa LM__________. Makipanayam sa mga “ Health Takdang- aralin
application or remediation Sumipi ng awit at isulat sa papel Ang Workers” sa Sentrong Pangkalusugan Laging isaisip na sa lahat ng ating
Bayan ko. ng barangay tungkol sa pgbibigay ng pang-araw-araw na gawain ay
pangunang lunas sa mga sanggol at ginagamit natin ang mga sangkap
matatanda na biglang nagkasakit o ng skill-related fitness upang mas
napinsala. maging madali at ligtas ang mga
gawain.
Gumawa ng personal na kontrata
para sa paglinang ng mga sangkap
na nabanggit. Ipasa ang kontrata
sa susunod na pagkikita.
All rights reserved. No part of this
material may be reproduced or
transmitted in any form or by any
means - electronic or mechanical
including photocopying – without
written permission from the
DepEd Central Office. First Edition,
2015. 71
XI. REMARKS
XII. REFLECTION
H. No. of learners who earned ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the
80% in the evaluation next objective. next objective. next objective. next objective. next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery mastery mastery mastery
I. No. of learners who require ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in
additional activities for answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
remediation who scored below ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
80% answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge,
and interest about the lesson. and interest about the lesson. and interest about the lesson. and interest about the lesson. skills and interest about the
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the lesson.
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on the
encountered in answering the encountered in answering the encountered in answering the encountered in answering the lesson, despite of some difficulties
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. encountered in answering the
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson despite questions asked by the teacher.
despite of limited resources used by despite of limited resources used by despite of limited resources used by of limited resources used by the ___Pupils mastered the lesson
the teacher. the teacher. the teacher. teacher. despite of limited resources used
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished by the teacher.
their work on time. their work on time. their work on time. their work on time. ___Majority of the pupils finished
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their their work on time.
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary ___Some pupils did not finish their
behavior. behavior. behavior. behavior. work on time due to unnecessary
behavior.
J. Did the remedial lessons work? ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
No. of learners who have caught above above above above above
up with the lesson
K. No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
require remediation additional activities for remediation additional activities for remediation additional activities for remediation activities for remediation additional activities for
remediation
L. Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
work? lesson lesson lesson lesson the lesson
M. What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
which my principal or supervisor require remediation require remediation require remediation require remediation require remediation
can help me solve?
N. What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
materials did I use/discover which ___Metacognitive
Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
Development: ___Metacognitive Development:
I wish to share with other Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
teachers? taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques,
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and
charts. charts. charts. charts. anticipatory charts.
___Schema-Building:
Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and
projects. projects.
___Contextualization: ___Contextualization: ___Contextualization:
___Contextualization:
Examples: Demonstrations, media,
Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local manipulatives, repetition, and local
manipulatives, repetition, and local Examples: Demonstrations, media,
manipulatives, repetition, and local opportunities. opportunities. opportunities. manipulatives, repetition, and
opportunities. local opportunities.
___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation:
___Text Representation:
Examples: Student created drawings,
Examples: Student created drawings,
Examples: Student created drawings, Examples: Student created
Examples: Student created videos, and games. videos, and games. videos, and games. drawings, videos, and games.
drawings, videos, and games. ___Modeling: Examples:
Speaking ___Modeling: Examples:
Speaking ___Modeling: Examples:
Speaking ___Modeling: Examples: Speaking
___Modeling: Examples: Speaking slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the
slowly and clearly, modeling the language you want students to use, language you want students to use, language you want students to use, language you want students to
language you want students to use, and providing samples of student and providing samples of student and providing samples of student use, and providing samples of
and providing samples of student work. work. work. student work.
work. Other Techniques and Strategies
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies used:
Other Techniques and Strategies used: used: used: ___ Explicit Teaching
used: ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Group collaboration
___ Explicit Teaching ___ Group collaboration ___ Group collaboration ___ Group collaboration ___Gamification/Learning throuh
___ Group collaboration ___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh play play
___Gamification/Learning throuh play play ___ Answering preliminary ___ Answering preliminary
play ___ Answering preliminary ___ Answering preliminary activities/exercises activities/exercises
___ Answering preliminary activities/exercises activities/exercises ___ Carousel ___ Carousel
activities/exercises ___ Carousel ___ Carousel ___ Diads ___ Diads
___ Carousel ___ Diads ___ Diads ___ Differentiated Instruction ___ Differentiated Instruction
___ Diads ___ Differentiated Instruction ___ Differentiated Instruction ___ Role Playing/Drama ___ Role Playing/Drama
___ Differentiated Instruction ___ Role Playing/Drama ___ Role Playing/Drama ___ Discovery Method ___ Discovery Method
___ Role Playing/Drama ___ Discovery Method ___ Discovery Method ___ Lecture Method ___ Lecture Method
___ Discovery Method ___ Lecture Method ___ Lecture Method Why? Why?
___ Lecture Method Why? Why? ___ Complete IMs ___ Complete IMs
Why? ___ Complete IMs ___ Complete IMs ___ Availability of Materials ___ Availability of Materials
___ Complete IMs ___ Availability of Materials ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Group member’s ___ Group member’s
___ Pupils’ eagerness to learn ___ Group member’s ___ Group member’s collaboration/cooperation collaboration/cooperation
___ Group member’s collaboration/cooperation collaboration/cooperation in doing their tasks in doing their tasks
collaboration/cooperation in doing their tasks in doing their tasks ___ Audio Visual Presentation ___AudioVisual Presentation
in doing their tasks ___ Audio Visual Presentation ___ Audio Visual Presentation of the lesson of the lesson
___ Audio Visual Presentation of the lesson of the lesson
of the lesson
School: TAPIA ELEMENTARY SCHOOL Grade Level: V-B
GRADES 1 to 12 Teacher: RUBILYN M. LUMBRES Learning Area: FILIPINO
DAILY LESSON LOG Teaching Dates and Time: JANUARY 13 – 17, 2020 (WEEK 1)/3:10-4:00 Quarter: 4TH QUARTER
E.Pagtalakay ng bagong konsepto at PANGKATANG GAWAIN Basahin ang mga pangungusap hango Ibigay ang tinutukoy o kahulugan A. Punan ang mga kahon ng mga
paglalahad ng bagong kasanayan #2 Isulat ang sanhi at bunga ng bawat sa balita. batay sa paglalarawang nakatala sa pangyayaring nagaganap sa buhay
sitwasyon. 1. Sa isang pagtitipon ay ipinakilala bawat bilang. Gawing gabay ang ng isang tutubi.
PANGKAT I – Napagalitan si Janella na nagging Kinatawang Arzadon si bilang ng linya at ilang mga titik sa
ng kanyang ina. Dominador Cariaga pagsagot
PANGKAT II-Patuloy na nagtatapon kay Magsaysay. Pa__ __ __ aw
ng basura si Nelia sa dagat 2. O! kumusta?‖ 1. Pantanggal ng bara o mga bagay
PANGKAT III – Nag-aral nang mabuti 3. Pag ako‘y nahalal, G. Cariaga, ika‘y na di kaaya-aya
si Gerricho dahil mayroon silang tutulungan ko. particular sa loob ng katawan ng tao
pagsususlit Pagmasdang mabuti ang mga m___ ___ ___ ng ___ n
pangungusap. 2. Iba pang tawag sa taong mayabang
1. Ano ang napapansin ninyo dito? o may mataas na
2. Anong uri ng pangungusap ang pagtingin sa sarili.
mga ito? k ___ ___ ___ r ___ an
3. Pamayanan o lugar kung saan ang
mga naninirahan
ay magkakalahi o magkakauri at
karaniwang
pinamumunuan ng hari
t ___ ___ n ___
4. Luklukan o upuan ng
makapangyarihan gaya ng hari
o obispo.
n ___ tr ___ sy ___ ___
5. Iba pang tawag sa proseso ng
pagbibigay at pagtanggap
ng sustansiya.
F.Paglinang na Kabihasaan Pag-uulat nang bawat pangkat ng Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain
kanilang pangkatang gawain at Ipagawa sa mga bata ang mga Ipagawa sa mga bata ang mga Igawa ng balangkas ang mga
pagbibigay ng puna at puntos sa sumusunod gamit ang iba‘t ibang uri sumusunod gamit ang iba‘t ibang uri sumusunod na sitwasyon.
pangkatang gawain gamit ang ng pangungusap. ng pangungusap na may salitang Pangkat I- Nalalapit na Pasko
rubrics. Pangkat I-Tula pamilyar at di-pamilyar. Pangkat II- Kaarawan ng iyong
RUBRICS SA PANGKATANG GAWAIN Pangkat II-Rap Pangkat I-Tula Magulang
Pangkat III-Jazz Chant Pangkat II-Rap Pangkat III- Buhay ng iyong
Pangkat III-Jazz Chant hinahangaang artista
Pangkat IV- Magandang Lugar na
iyong napuntahan
G.Paglalapat ng aralin sa pangaraw-araw na Sa iyong paglalakad sa daan ay may Nagagamit ba natin sa ating pang- Bilang isang mag-aaral, paano mo Sa iyong paglalakad pauwi sa
buhay nakita kang isang batang lansangan araw-araw na pamumuhay ang iba- mapapangalagaan ang ating paaralan, nakita mo ang iyong
na sa tingin mo ay hindi pa kumakain. ibang uri ng pangungusap? Sa kalikasan at mapigilan ang global kaibigan na walang humpay sa
Ano ang maaring gawin o paanong paraan? warming? Bakit? panghuhuli ng tutubi pero
maitutulong sa batang ito? Bakit? pinaglalaruan nila ito hanggang sa
mamatay. Ano ang gagawin mo?
Bakit?
H.Paglalahat ng aralin May mga dahilan sa pagbibigay ng Uri ng Pangungusap Ayon sa Gamit Ang mga pamilyar na salita ay yaong Ang pagsusunud-sunod ng mga
sanhi at bunga ang bawat 1. Pasalaysay – nagsasalaysay o mga salitang karaniwang ginagamit pangyayari o kaisipan ng kuwentong
pangyayari. nagkukuwento; nagtatapos sa tuldok sa ating pang-ara-araw na binasa ay nagiging madali sa
Dapat matukoy na mabuti ang sanhi (.) pamumuhay samantalang ang di- paggamit ng balangkas. Ang
upang malutas ang suliranin at Halimbawa: Si Ramon Magsaysay ay pamilyar na salita ay mga salitang di balangkas ang naggsisilbing gabay
maging maganda ang bunga. malapit sa puso ng masa. madalas marinig at gamitin sa araw- sa pag-aayos ng mga kaisipan o
2. Patanong - nagtatanong; araw. paksa ng kuwento o talatang binasa.
nagtatapos sa tandang pananong (?).
Halimbawa: Paano siya naglingkod sa
bayan?
3. Pautos o Pakiusap- ang pautos ay
nag-uutos; ang pakiusap ay nag-
uutos sa anyong nakikiusap. Ang
pautos ay nagtatapos sa tuldok; ang
pakiusap ay maaring nagtatapos
sa tuldok (.) o tandang pananong (?).
Halimbawa: Tawagin mo ang iyong
kaibigan.
Maaari bang pumarito na kayo?
4. Padamdam – nagpapahayag ng
matinding damdamin; nagtatapos sa
tandang
Padamdam (!).
Halimbawa: Talagang kahanga-hanga
siya!
I.Pagtataya ng aralin Pagtambalin ang mga sanhi na nasa Tukuyin ang uri ng pangungusap. Ibigay ang kahulugan ng mga Buuin ang balangkas sa tulong ng
kahon at ang mga bunga s Isulat ang PS sa patlang kung pamilyar at di-pamilyar na salita na seleksyon/talata.
sumusunod na mga bilang. Isulat ang pasalaysay, PT kung patanong, PK may salungguhit sa pangungusap. Marami sa mga butones na ating
sagot sa patlang. kung pakiusap, PU kung pautos at PD Piliin ang tamang sagot sa kahon na ginagamit sa ating mga kasuotan ay
Malulusog ang mga tanim na kung padamdam. nasa ibaba. nagmula sa mga kabibeng minsan
halaman ni Mang Andong. ____1. Nagsisisigaw pa rin ba si 1. Ang mg balong panustos ng tubig ay nagging tirahan ng mg hayop-
______________________________ Emma? ay salat. dagat. Matitigas ang mga kabibeng
_________________ ____2. Hinahamon niya ako ng away. 2. Marami ang biyayang ipinagkaloob ito kaya‘t mainam na gamiting
Malakas na umiiyak ang bunsong ____3. Hoy! Ang yabang mo. ng Diyos sa atin. butones. Maaaring lagyan ng butas
anak ni Nemia. ____4. Pakisabi kay Angie na gusto 3. Animo isang malaking telebisyon ang mga ito at itubog sa iba-ibang
______________________________ ko siyang makausap. ang lumitaw sa kumpol ng alapaap. kulay.
_________________ ____5. Inalalayang tumayo ni Joan si 4. Mabilis na tumalima ang katulong Kung minsan, ang malalaking kabibe
Napapatawa ang bawat masalubong JayAr. sa utos ni Janett. ay nagagawang plato o tray. Marahil
ni Carina. 5. Naging bulagsak ang maraming tao ay nakakita na kayo ng ganitong
______________________________ sa paggamit ng tubig. mga lalagyan ng pagkain sa
_________________ sumunod mapag-aksaya malalaking handaan. Paminsan-
Pinuri ng guro at pinalakpakan ng kulang na kulang ibinigay minsan, ang ilang pangkaing-dagat
mga kamag-aral si Pauline. kalangitan nawala ay inihahain din sa kabibe.
______________________________ Ang Kahalagahan ng Kabibe
_________________ I. Nagagamit sa iba-ibang paraan an
Malungkot na malungkot nang kabibe
umuwi mula sa pabrika si Mang Ador. A.
______________________________ _____________________________
_________________ ___
a. Mataas na mataas ang kanyang B.
lagnat. _____________________________
b. Tinanggal siya sa trabaho. ___
c. Alaga niya sa dilig at pataba ang C.
mga halaman _____________________________
d. Dumating ang kanyang kapatid ___
e. Tamang lahat ang mga sagot niya II. Ginagamit na tray oplato ang
sa pagsusulit malalaking kabibe.
f. Magkaiba ang kulay ng suot niyang _____________________________
pares ng sapatos ___
_____________________________
___
_____________________________
___
J.Karagdagang Gawain para sa takdang Ano ang maaaring bunga ng Bantasan ang bawat pangungusap at Magtala ng tig-limang pamilyar na Gumawa ng isang balangkas tungkol
aralin at remediation sumusunod na mga sanhi? Isulat sa tukuyin ang uri nito. Isulat ang salita at 5 di-pamilyar na salita, ibigay sa iyong paboritong bayani. Isulat
patlang ang sagot. pasalaysay, patanong, padamdam, ang kahulugan ng bawat isa. Gamitin ito sa inyong kuwaderno
1. Naglaro at mataagal na naligo sa pautos at pakiusap. ito sa pangungusap
ulan si James. __________1. Huwaran siya sa
______________________________ kabaitan
_________ __________2. Basahin mo ang
2. Makakapiling na ni Gerric ang kanyang talambuhay
asawang matagal nang nawalay sa __________3. Pakisulat mo na rin ng
kanya. buod nito
______________________________ __________4. Kay galing mo talaga
_____________________________ __________5. Sino ang nakatapos na
3. Pumasok siya sa paaralan nang sa proyekto
hindi nag-almusal at hindi rin siya
nagtanghalian.
______________________________
______________________________
_____
4. Tumaas na naman ang presyo ng
langis at gasoline.
______________________________
______________________________
____
5. Naiwala ni Thelma ang perang
pambayad sa kanyang matrikula.
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80% ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to
sa pagtatayao. next objective. next objective. next objective. next objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery mastery mastery
B.Bilang ng mag-aaralna nangangailangan ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties
ng iba pang Gawain para sa remediation answering their lesson. answering their lesson. answering their lesson. answering their lesson. in answering their lesson.
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills lesson because of lack of
and interest about the lesson. and interest about the lesson. and interest about the lesson. and interest about the lesson. knowledge, skills and interest
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the about the lesson.
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on
encountered in answering the encountered in answering the encountered in answering the encountered in answering the the lesson, despite of some
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson answering the questions asked by
despite of limited resources used by despite of limited resources used by despite of limited resources used by despite of limited resources used by the teacher.
the teacher. the teacher. the teacher. the teacher. ___Pupils mastered the lesson
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished despite of limited resources used
their work on time. their work on time. their work on time. their work on time. by the teacher.
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils finished
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary their work on time.
behavior. behavior. behavior. behavior. ___Some pupils did not finish
their work on time due to
unnecessary behavior.
C.Nakatulong ba ang remedial? Bilang ng ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
mag-aaral na nakaunawa sa aralin. above above above above above
D.Bilang ng mag-aaral na magpapatuloy sa ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for
remediation
E.Alin sa mga estratehiyang pagtuturo ang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
nakatulong ng lubos?Paano ito nakatulong? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
lesson lesson lesson lesson the lesson
F.Anong sulioranin ang aking naranasan na ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
solusyunansa tulong ng aking punungguro require remediation require remediation require remediation require remediation require remediation
at superbisor?
G.Anong kagamitang panturo ang aking Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
nadibuho nanais kong ibahagi sa kapwa ko ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
guro? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques,
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and pair-share, quick-writes, and
charts. charts. charts. anticipatory charts. anticipatory charts.
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building:
Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and
projects. projects.
___Contextualization: ___Contextualization: ___Contextualization:
Examples: Demonstrations, media,
Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization: ___Contextualization:
manipulatives, repetition, and local manipulatives, repetition, and local
manipulatives, repetition, and local
Examples: Demonstrations, media, Examples: Demonstrations,
opportunities. opportunities. opportunities. manipulatives, repetition, and local media, manipulatives, repetition,
opportunities. and local opportunities.
___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation:
Examples: Student created drawings,
Examples: Student created drawings,
Examples: Student created drawings, ___Text Representation: Examples: Student created
videos, and games. videos, and games. videos, and games. Examples: Student created drawings, videos, and games.
___Modeling: Examples:
Speaking ___Modeling: Examples:
Speaking ___Modeling: Examples: Speaking drawings, videos, and games. ___Modeling: Examples:
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: Speaking Speaking slowly and clearly,
language you want students to use, language you want students to use, language you want students to use, slowly and clearly, modeling the modeling the language you want
and providing samples of student and providing samples of student and providing samples of student language you want students to use, students to use, and providing
work. work. work. and providing samples of student samples of student work.
work. Other Techniques and Strategies
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies used:
used: used: used: Other Techniques and Strategies ___ Explicit Teaching
___ Group collaboration
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching used: ___Gamification/Learning throuh
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Explicit Teaching play
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh ___ Group collaboration ___ Answering preliminary
play play play ___Gamification/Learning throuh activities/exercises
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary play ___ Carousel
activities/exercises activities/exercises activities/exercises ___ Answering preliminary ___ Diads
___ Carousel ___ Carousel ___ Carousel activities/exercises ___ Differentiated Instruction
___ Diads ___ Diads ___ Diads ___ Carousel ___ Role Playing/Drama
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Diads ___ Discovery Method
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction ___ Lecture Method
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama Why?
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Complete IMs
Why? Why? Why? ___ Lecture Method ___ Availability of Materials
___ Complete IMs ___ Complete IMs ___ Complete IMs Why? ___ Pupils’ eagerness to learn
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Group member’s
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials collaboration/cooperation
___ Group member’s ___ Group member’s ___ Group member’s ___ Pupils’ eagerness to learn in doing their tasks
collaboration/cooperation collaboration/cooperation collaboration/cooperation ___ Group member’s ___AudioVisual Presentation
in doing their tasks in doing their tasks in doing their tasks collaboration/cooperation of the lesson
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation in doing their tasks
of the lesson of the lesson of the lesson ___ Audio Visual Presentation
of the lesson
School: TAPIA ELEMENTARY SCHOOL Grade Level: V-C
GRADES 1 to 12 Teacher: RUBILYN M. LUMBRES Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG Teaching Dates and Time: JANUARY 13 – 17, 2020 (WEEK 1)/4:00-4:40 Quarter: 4TH QUARTER
B. Pamantayan sa Pagaganap Nakapagpapahayag ng pagmamalaki sa pagpupunyagi ng mga makabayang Pilipino sa gitna ng kolonyalismong Espanyol at sa mahalagang papel na ginagampanan nito sa pag-usbong ng
kamalayang pambansa tungo sa pagkabuo ng Pilipinas bilang isang nasyon
C. Mga Kasanayan sa Pagkatuto (Isulat Natatalakay ang mga lokal na Natatalakay ang mga lokal na Natatalakay ang mga lokal na Natatalakay ang mga lokal na Natatalakay ang mga lokal na
ang code ng bawat kasanayan) pangyayari tungo sa pag-usbong ng pangyayari tungo sa pag-usbong ng pangyayari tungo sa pag-usbong ng pangyayari tungo sa pag-usbong ng pangyayari tungo sa pag-usbong
pakikibaka ng bayan pakikibaka ng bayan pakikibaka ng bayan pakikibaka ng bayan ng pakikibaka ng bayan
• Reporma sa ekonomiya at • Mga pag-aalsa sa loob ng • Kilusang Agraryo ng 1745 • Pag-aalsa ng Kapatiran ng • Okupasyon ng Ingles sa
pagtatatag ng monopolyang tabako estadong kolonyal AP5PKB-IVa-b-1 / Pahina 54 ng 120 San Jose Maynila
AP5PKB-IVa-b-1 / Pahina 54 ng 120 AP5PKB-IVa-b-1 / Pahina 54 ng 120 AP5PKB-IVa-b-1 / Pahina 54 ng
AP5PKB-IVa-b-1 / Pahina 54 ng 120 120
II. NILALAMAN Monopolya ng Pag-aalsa sa Estadong Kolonyal Kilusang Agraryo ng Pilipinas Pag-aalsa ng Kapatiran ng San Jose Okupasyon ng Ingles sa Maynila
tabako
KAGAMITANG PANTURO
A. Sanggunian
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin Pagkakaroon ng balitaan na may Pagkakaroon ng balitaan na may 1.Balitaan. Pag-usapan ang 1.Magbalik-tanaw sa nakaraang 1.Magbalik-tanaw sa nakaraang
at/o pagsisimula ng bagong kaugnayan sa paksang tatalakayin. kaugnayan sa paksang tatalakayin. napapanahong balita na may aralin. aralin.
aralin Ipabasa nang malakas ang tula. 1. Magbalik tanaw sa nakaraang kaugnayan sa paksang aralin.
Bigyang-konteksto ito. aralin. Halimbawa: Naniniwala ba kayo na
maunlad na ang Pilipinas kung
ihahambing sa nakalipas na mga
panahon?
B. Paghahabi sa layunin ng aralin 1.Tumawag ng mga boluntir. Gamit Anong katangian ang inyong 2.Ipakita ang mga larawan ng paring Pag-aalsa ni Hermano Pule
ang kanilang katawan, ipasulat ang nagustuhan? Tignan ang larawan sa Dominicano, Heswita, at Agustino.
mga letrang bumubuo sa mga LM, ph.____. Pag-usapan ito. Talakayin at iugnay ito sa aralin.
salitang, gawain at sibika. Ipahula sa
pangkat o klase ang nabuong salita.
Bigyan ng kredit ang naunang
nakahula
2. Itanong
•Madali bang hulaan ang mga letra
kapag isinusulat gamit ang katawan?
•Alam ba ninyo ang ibig sabihin ng
salitang nabuo ninyo?
•Sa palagay ninyo, ano ang ibig
sabihin ng mga salitang,
Monopolya?
3.Isulat sa pisara ang mga sagot ng
mga bata.
4.Iugnay ang mga ito sa aralin.
C. Pag-uugnay ng mga halimbawa sa 1.Ilahad ang aralin gamit ang mga 1.Ilahad ang aralin sa pamamagitan 1.Ilahad ang aralin sa pamamagitan ng 1.Ilahad ang aralin sa pamamagitan 1.Ilahad ang aralin sa
bagong aralin susing tanong sa Alamin Mo, LM, ng susing tanong sa Alamin Mo sa LM susing tanong sa Alamin Mo sa LM p. ng susing tanong sa Alamin Mo sa LM pamamagitan ng susing tanong sa
pahina ___ p. _____. Tanggapin lahat ang sagot _____. Tanggapin lahat ang sagot ng p. _____. Alamin Mo sa LM p. _____
Anu-ano ang mga kabutihang dulot ng mag-aaral. mag-aaral. Tanggapin lahat ang sagot ng mag- Tanggapin lahat ang sagot ng
ng monopolyo ng tabako? Bakit nag-alsa ang mga katutubo? Ano ang Kilusang Agraryo? Bakit ito aaral. mag-aaral.
nangyari? . Ano ang kapatirang ito? Bakit Nasakop pala ng Great Britain ang
nagsipag-alsa ang mga kasapi? Maynila.
Bakit at paano?
D. Pagtatalakay ng bagong konsepto at 2.Magdaos ng brainstorming .Ipabasa ang Alamin Mo sa LM, p. .Ipabasa ang Alamin Mo sa LM, p. ___ .Ipabasa ang Alamin Mo sa LM, p. 2.Ipabasa ang Alamin Mo sa LM,
paglalahad ng bagong kasanayan #1 kaugnay ng mga tanong. Tanggapin ___ ___ p. ___
lahat ang sagot ng mag-aaral.
E. Pagtatalakay ng bagong konsepto at Ipabasa ang Alamin Mo sa LM, p. 3.Talakayin ang paksa. .Talakayin ang paksa. 3.Talakayin ang paksa. 3.Talakayin ang paksa
paglalahad ng bagong kasanayan #2 ___ Pag-aalsa sa Estadong Kolonyal Kilusang Agraryo ng Pilipinas Pag-aalsa ng Kapatiran ng San Jose Pananakop ng mga Ingles sa
Talakayin ang paksa Maynila
F. Paglinang sa Kabihasan Ipagawa ang mga Gawain A-C. 4.Ipagawa ang mga Gawain A-C. Ipagawa ang mga Gawain A-C. 4.Ipagawa ang mga Gawain A-C. 4.Ipagawa ang mga Gawain A-C.
(Tungo sa Formative Assessment) •Ipasagot ang mga tanong sa •Ipasagot ang mga tanong sa Gawain Ipagawa ang Gawain A, • Ipasagot ang mga tanong •Ipasagot ang mga tanong sa
Gawain A. A. maaaring pasagutan ito na sa Gawain A. Gawain A.
•Talakayin ang sagot ng mga bata. pasalita o ipasulat ito sa Original File Submitted and
•Ipagawa ang Gawain B, p. _____. notbuk. Formatted by DepEd Club
Ipasulat ang sagot sa notbuk. Member - visit depedclub.com
•Ipangkat ang klase at ipagawa ang
for more
Gawain C.
G. Paglalapat ng aralin sa pang-araw- •Ipagawa ang Gawain B, p. _____. •Ipagawa ang Gawain B. Tignan ang •Ipagawa ang Gawain B, p. _____. •Ipagawa ang Gawain B, p.
araw na buhay Ipasulat ang sagot sa notbuk. mapa. Tukuyin ang mga lugar kung •Ipagawa ang Gawain C, p._____. _____.
•Cooperative Learning Technique saan naganap ang kilusang agraryo Talakayin at iwasto ang mga sagot ng •Ipagawa ang Gawain C, p._____.
(CLT). Hatiin ang klase sa limang noong 1745. bata Talakayin at iwasto ang mga
pangkat. Ipagawa ang Gawain C sa •Ipagawa ang Gawain C, ph._____. sagot ng bata.
LM, ph. _____ at ipaulat ito sa buong Talakayin at iwasto ang mga sagot ng
klase bata
H. Paglalahat ng Arallin Bigyang-diin ang mga kaisipan sa 5.Bigyang-diin ang mga kaisipan sa 5.Bigyang-diin ang mga kaisipan sa 5.Bigyang-diin ang mga kaisipan sa 5.Bigyang-diin ang mga kaisipan
Tandaan Mo sa LM, p____ Tandaan Mo sa LM, p_____ Tandaan Mo sa LM, p_____. Tandaan Mo sa LM, p_____. sa Tandaan Mo sa LM, p_____.
• Upang lumaki ang kita, Nagsipaglaban sa mga Espanyol ang Ang pag-aalsang ito ay bunsod ng Naitatag ang Samahan ng San Jose Nasakop ng Britanya ang Maynila.
nagkaroon ng pagbabago sa mga Pilipino upang tutulan ang mga hindi makatarungang pang-aagaw at dahil sa isyu ng diskriminasyon sa Ito ay nangangahulugang hindi na
ekonomiya sa panahon ni kalupitan at di-makatarungang pangangamkam ng mga pari sa lupa ng lahi. Ginawa itong kahalili ng ang Espanya ang pinakamalakas
Gobernador-Heneral Jose Basco. pamamahala. Karamihan sa mga pag- mga katutubo. Libo-libong mga Katolisismo ng mga kasapi. Nag- na bansa. Mahina na ito at kaya
• Ang monopolyo ng tabako aalsa ay nabigo dahil kanya-kanya sila Pilipino ang humawak ng sandata umpisa ang pag-aalsa nang nang talunin ng mga Pilipino.
ay naitatag. ng ipinaglalaban. Ilan sa mga ito ay upang ipakita ang kanilang pagtutol sumalakay sa kanila ang mga
Tabako lamang ang itinatanim sa pinamunuan ni Lakan Dula, Magat dito. Nangyari ang mga ganitong uri ng Español. Bagama't nagtanggol ang
Hilagang Luzon. Salamat, Bancao, Tamblot, Silang, pag-aalsa sa Silang, Cavite noong Abril mga Pilipino, tinalo sila ng mga
• May takdang dami ng Sumuroy, Maniago, Malong, 1745 na mabilis na kumalat sa mga kalaban
itatanim at may takdang presyo rin. Dagohoy, Pule at Tapar. nayon ng Taguig, Parañaque,
Nahirapan ang mga Pilipino dahil Hagonoy, Bacoor, San Mateo, at
kinapos sa pagkain. Bulacan.
I. Pagtataya ng Aralin Ipagawa ang Natutuhan Ko, ph. Ipagawa ang Natutuhan Ko, ph. Ipasagot ang Natutuhan Ko, ph. Isulat ang mga salitang nawawala sa Ipasagot ang Natutuhan Ko, ph.
_______ ng LM. _______ ng LM. _______ bawat pangungusap. Humanap ng _______
Iguhit ang masayang mukha ang Bilugan ang letra ng tamang sagot. Isulat ang Tama kung wasto ang kasagutan sa loob ng kahon. Punan ang patlang ng tamang
bilang kung ang pahayag ay 1. Sino ang namuno sa pag- ipinapahayg ng bwat pangungusap. sagot. Pumili sa mga konseptong
nagpapakita ng kagandahang aalsa ng mga Tagalog? Kung mali, iwasto ang mga nasa loob ng kahon.
naidulot na monopolyo ng tabako, A. Diego Silang nakasalungguhit na salita. 1.Si _____________________ ay
malungkot na mukha C. Hermano Pule 1.Ang mga lupain at kita nito ay itinalaga bilang isang British
kung ito ay nagpapakita ng B. Felipe Catabay napupunta sa mga relihiyosong pari 1.Itinatag ni Pule ang Governor-General ng Maynila.
kasamaang naidulot nito sa ating D. Magat Salamat tulad ng mga Indiano, Heswita, at _____________________, isang 2.Nang lusubin ng mga Ingles ang
bansa. Gawin ito sa notbuk. Agustino. samahan na Pilipino lamang ang Look ng Maynila, isa si
_____ 1. Marami sa mga opisyal ng 2. Bakit nag-alsa si Tamblot? 2.Tatlong piso ang bayad ng mga pwedeng sumali. _______________sa mga
pamahalaan ang naging Ano ang ipinaglaban niya? biyudo at biyuda sa lupain. 2.Sa tulong ni namuno nito.
mapagsamantala. A. Nais nilang bumalik sa 3.Sa Kabisayaan ang sentro ng kilusang _____________________, hiniling ni 3.Noong____________________,
_____ 2. Natutustusan na ng kinikita pananampalataya sa mga diyos ng agraryo. Pule na kilalanin ng pamahalaan at pinagsumikapang lumaban ng
sa monopolyo ng tabako ang kanilang mga ninuno. 4.Isa sa mga dahilan ng pag-aalsa ay ng simbahan ang kanyang samahan. mga Español upang di
pangangailangan ng kolonya at hindi B. Inalis ni Gobernador Heneral ang pandaraya sa mga lupain at hindi 3.Mula sa punong himpilan ng nito sa mapasakamay ng mga Ingles ang
na kailangan pang humingi ng Guido de Lavezares ang karapatang makatarungang paniningil ng buwis sa __________________, nagkaroon Maynila.
suporta mula sa Espanya ipinagkaloob ni Legazpi sa mga kanilang lupain sila ng malawak na kapatiran sa iba’t 4.Itinatag ni Governor General
_____ 3. Malaking lupain din ang katutubo. 5.Tinanggalan ng mga nakamulatang ibang lalawigan. Drake ang_________________ na
nalinang upang gawing taniman ng C. Ipinadala ng mga manggagawang karapatan ang mga katutubo. 4.Sinalakay ng mga may ganap na kapangyarihang
tabako. taga-Samar sa Cavite upang ________________ ang kapatiran ipabilanggo ang sinumang nais
_____ 4. Naging mapang-abuso ang magtrabaho sa gawaan ng barko. noong Oktubre, 1841. niyang ipabilanggo.
ilang mga opisyal sa tuwing D. Tinutulan nila ang sapilitang 5.Nahuli si Pule at hinatulang 5.Noong__________________
maghahalungkat ng mga bahay ng pagtratrabaho ng mga Español. mamatay sa sinalakay ng mga Ingles ang
magsasaka na pinaghihinalaang ______________________. Pilipinas upang maging bahagi ito
nagtatago ng tabako. 3.Anong pangkat-etniko sa Luzon ang ng kanilang imperyo sa Asya.
_____ 5. Nanguna ang Pilipinas sa sumuko sa pakikipaglaban sa mga
pag-aani ng tabako sa buong Español?
silangan. A. Apayao
C.Cebuano
B. Badjao D. Gaddang
Chottry Court
4. Ano ang isa sa mga dahilan Rear-Admiral Samuel
ng pag-aalsa ng mga katutubo laban Cornish
sa mga Español? Oktubre 5, 1762
A. Pagyakap sa relihiyong Dawsonne Drake
Kristiyanismo. Setyembre 24, 1762
B. Mabuting pakikitungo ng mga
Español sa mga katutubo.
C. Pangangamkam ng mga lupain ng
mga pinunong Español.
D. Paniningil ng tamang buwis sa mga
katutubong Pilipino.
C. Nakatulong ba ang remedial? Bilang ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
ng mag-aaral na nakaunawa sa above above above above above
aralin
D. Bilang ng mga mag-aaral na ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
magpapatuloy sa remediation additional activities for remediation additional activities for remediation activities for remediation additional activities for remediation additional activities for
remediation
E. Alin sa mga istratehiyang pagtuturo ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
nakatulong ng lubos? Paano ito ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
nakatulong? lesson lesson lesson lesson the lesson
F. Anong suliranin ang aking ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
naranasan na solusyunan sa tulong require remediation require remediation require remediation require remediation require remediation
ng aking punungguro at superbisor?
G. Anong kagamitang panturo ang Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
aking nadibuho na nais kong ___Metacognitive
Development: ___Metacognitive Development: ___Metacognitive
Development: ___Metacognitive Development: ___Metacognitive Development:
ibahagi sa mga kapwa ko guro? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques,
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory pair-share, quick-writes, and
charts. charts. charts. charts. anticipatory charts.
___Schema-Building:
Examples: ___Schema-Building: Examples: ___Schema-Building:
Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and
projects. projects.
___Contextualization: ___Contextualization: ___Contextualization:
___Contextualization:
Examples: Demonstrations, media,
Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local manipulatives, repetition, and local
manipulatives, repetition, and local Examples: Demonstrations,
manipulatives, repetition, and local opportunities. opportunities. opportunities. media, manipulatives, repetition,
opportunities. and local opportunities.
___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation:
___Text Representation:
Examples: Student created drawings,
Examples: Student created drawings,
Examples: Student created drawings, Examples: Student created
Examples: Student created videos, and games. videos, and games. videos, and games. drawings, videos, and games.
drawings, videos, and games. ___Modeling: Examples:
Speaking ___Modeling: Examples:
Speaking ___Modeling: Examples:
Speaking ___Modeling: Examples:
___Modeling: Examples: Speaking slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the Speaking slowly and clearly,
slowly and clearly, modeling the language you want students to use, language you want students to use, language you want students to use, modeling the language you want
language you want students to use, and providing samples of student and providing samples of student and providing samples of student students to use, and providing
and providing samples of student work. work. work. samples of student work.
work. Other Techniques and Strategies
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies used:
Other Techniques and Strategies used: used: used: ___ Explicit Teaching
used: ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Group collaboration
___ Explicit Teaching ___ Group collaboration ___ Group collaboration ___ Group collaboration ___Gamification/Learning throuh
___ Group collaboration ___Gamification/Learning throuh ___Gamification/Learning throuh play ___Gamification/Learning throuh play
___Gamification/Learning throuh play ___ Answering preliminary play ___ Answering preliminary
play ___ Answering preliminary activities/exercises ___ Answering preliminary activities/exercises
___ Answering preliminary activities/exercises ___ Carousel activities/exercises ___ Carousel
activities/exercises ___ Carousel ___ Diads ___ Carousel ___ Diads
___ Carousel ___ Diads ___ Differentiated Instruction ___ Diads ___ Differentiated Instruction
___ Diads ___ Differentiated Instruction ___ Role Playing/Drama ___ Differentiated Instruction ___ Role Playing/Drama
___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama ___ Discovery Method
___ Role Playing/Drama ___ Discovery Method ___ Lecture Method ___ Discovery Method ___ Lecture Method
___ Discovery Method ___ Lecture Method Why? ___ Lecture Method Why?
___ Lecture Method Why? ___ Complete IMs Why? ___ Complete IMs
Why? ___ Complete IMs ___ Availability of Materials ___ Complete IMs ___ Availability of Materials
___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn ___ Group member’s
___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation ___ Group member’s collaboration/cooperation
___ Group member’s collaboration/cooperation in doing their tasks collaboration/cooperation in doing their tasks
collaboration/cooperation in doing their tasks ___ Audio Visual Presentation in doing their tasks ___AudioVisual Presentation
in doing their tasks ___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation of the lesson
___ Audio Visual Presentation of the lesson of the lesson
of the lesson
School: TAPIA ELEMENTARY SCHOOL Grade Level: V-C
GRADES 1 to 12 Teacher: RUBILYN M. LUMBRES Learning Area: ESP
DAILY LESSON LOG Teaching Dates and Time: JANUARY 13 – 17, 2020 (WEEK 1)/5:30-6:00 Quarter: 4TH QUARTER
II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro
2. Mga pahina sa Kagamitang Pang-
Mag-aaral
3. Mga pahina sa Teksbuk Wastong Pag-uugali sa
Makabagong Panahon
Edukasyon sa Pagpapahalaga 5
V. Pagninilay
A. Bilang ng mag-aaral na nakakuha ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to the
ng 80% sa pagtataya next objective. next objective. the next objective. next objective. next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery mastery mastery
B. Bilang ng mag-aaral na ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find difficulties in ___Pupils did not find difficulties in
nangangailangan ng iba pang gawain answering their lesson. answering their lesson. in answering their lesson. answering their lesson. answering their lesson.
para sa remediation ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson
because of lack of knowledge, because of lack of knowledge, skills because of lack of knowledge, because of lack of knowledge, skills because of lack of knowledge, skills
skills and interest about the and interest about the lesson. skills and interest about the and interest about the lesson. and interest about the lesson.
lesson. ___Pupils were interested on the lesson. ___Pupils were interested on the ___Pupils were interested on the
___Pupils were interested on the lesson, despite of some difficulties ___Pupils were interested on the lesson, despite of some difficulties lesson, despite of some difficulties
lesson, despite of some difficulties encountered in answering the lesson, despite of some encountered in answering the encountered in answering the
encountered in answering the questions asked by the teacher. difficulties encountered in questions asked by the teacher. questions asked by the teacher.
questions asked by the teacher. ___Pupils mastered the lesson answering the questions asked by ___Pupils mastered the lesson ___Pupils mastered the lesson
___Pupils mastered the lesson despite of limited resources used by the teacher. despite of limited resources used by despite of limited resources used by
despite of limited resources used the teacher. ___Pupils mastered the lesson the teacher. the teacher.
by the teacher. ___Majority of the pupils finished despite of limited resources used ___Majority of the pupils finished ___Majority of the pupils finished
___Majority of the pupils finished their work on time. by the teacher. their work on time. their work on time.
their work on time. ___Some pupils did not finish their ___Majority of the pupils finished ___Some pupils did not finish their ___Some pupils did not finish their
___Some pupils did not finish their work on time due to unnecessary their work on time. work on time due to unnecessary work on time due to unnecessary
work on time due to unnecessary behavior. ___Some pupils did not finish behavior. behavior.
behavior. their work on time due to
unnecessary behavior.
C. Nakatulong ba ang remedial? Bilang ng ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
mag-aaral na nakaunawa sa aralin above above above above above
D. Bilang ng mga mag-aaral na ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
magpapatuloy sa remediation additional activities for additional activities for remediation additional activities for additional activities for remediation additional activities for remediation
remediation remediation
E. Alin sa mga istratehiyang pagtuturo ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
nakatulong ng lubos? Paano ito ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the
nakatulong? the lesson lesson the lesson lesson lesson
F. Anong suliranin ang aking naranasan ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
na solusyunan sa tulong ng aking require remediation require remediation require remediation require remediation require remediation
punungguro at superbisor?
G. Anong kagamitang panturo ang aking Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
nadibuho na nais kong ibahagi sa mga ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
Development: ___Metacognitive Development:
kapwa ko guro? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
taking and studying techniques, taking and studying techniques, and taking and studying techniques, taking and studying techniques, and taking and studying techniques, and
and vocabulary assignments. vocabulary assignments. and vocabulary assignments. vocabulary assignments. vocabulary assignments.
___Bridging: Examples: Think-pair-
___Bridging: Examples: Think-pair-
___Bridging: Examples: Think- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
share, quick-writes, and share, quick-writes, and pair-share, quick-writes, and share, quick-writes, and anticipatory share, quick-writes, and anticipatory
anticipatory charts. anticipatory charts. anticipatory charts. charts. charts.
___Schema-Building: Examples: ___Schema-Building:
Examples:
___Schema-Building: Examples: ___Schema-Building:
Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and projects. learning, peer teaching, and projects.
projects. projects. projects.
___Contextualization: ___Contextualization:
___Contextualization: ___Contextualization: ___Contextualization:
Examples: Demonstrations, media, Examples: Demonstrations, media,
Examples: Demonstrations, media,
Examples: Demonstrations, media, Examples: Demonstrations, manipulatives, repetition, and local manipulatives, repetition, and local
manipulatives, repetition, and manipulatives, repetition, and local media, manipulatives, repetition, opportunities. opportunities.
local opportunities. opportunities. and local opportunities. ___Text Representation:
___Text Representation: Examples: Student created drawings,
___Text Representation: ___Text Representation: ___Text Representation: Examples: Student created drawings, videos, and games.
Examples: Student
created Examples: Student
created Examples: Student created videos, and games. ___Modeling: Examples: Speaking
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. ___Modeling: Examples: Speaking slowly and clearly, modeling the
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: slowly and clearly, modeling the language you want students to use,
slowly and clearly, modeling the slowly and clearly, modeling the Speaking slowly and clearly, language you want students to use, and providing samples of student
language you want students to language you want students to use, modeling the language you want and providing samples of student work.
use, and providing samples of and providing samples of student students to use, and providing work. Other Techniques and Strategies
student work. work. samples of student work. used:
Other Techniques and Strategies ___ Explicit Teaching
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies used: ___ Group collaboration
used: used: used: ___ Explicit Teaching ___Gamification/Learning throuh
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Group collaboration play
___ Group collaboration ___ Group collaboration ___ Group collaboration ___Gamification/Learning throuh ___ Answering preliminary
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh play activities/exercises
play play play ___ Answering preliminary ___ Carousel
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary activities/exercises ___ Diads
activities/exercises activities/exercises activities/exercises ___ Carousel ___ Differentiated Instruction
___ Carousel ___ Carousel ___ Carousel ___ Diads ___ Role Playing/Drama
___ Diads ___ Diads ___ Diads ___ Differentiated Instruction ___ Discovery Method
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Role Playing/Drama ___ Lecture Method
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Discovery Method Why?
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Lecture Method ___ Complete IMs
___ Lecture Method ___ Lecture Method ___ Lecture Method Why? ___ Availability of Materials
Why? Why? Why? ___ Complete IMs ___ Pupils’ eagerness to learn
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Availability of Materials ___ Group member’s
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Pupils’ eagerness to learn collaboration/cooperation
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Group member’s in doing their tasks
___ Group member’s ___ Group member’s ___ Group member’s collaboration/cooperation ___AudioVisual Presentation
collaboration/cooperation collaboration/cooperation collaboration/cooperation in doing their tasks of the lesson
in doing their tasks in doing their tasks in doing their tasks ___ Audio Visual Presentation
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation of the lesson
of the lesson of the lesson of the lesson