GRADES 1 to 12 School Gregorio SisonMem.

Elementary School Grade Level V

DAILY LESSON LOG Teacher Ednalyn D. Macaraig Learning Areas ENGLISH
Teaching Dates and January 22-26,2018 Quarter Fourth/Week 2
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Distinguish text-types according to features (structural and language) – Enumeration

A. Content Standards The learner…

listens critically to different text types; expresses ideas logically in oral and written forms;
B. Performance Standards The learner…
demonstrates interest in reading to meet various needs.
C. Learning 1.Restate sentences heard 1.Identify different Distinguish text-types . Use compound Infer target audience
Competencies/Objectiv in one’s own words. meanings of content according to features sentences to show cause EN5VC-IVb-
es 2. Use appropriate facial specific words (denotation (structural and language) and effect. 3.7/ Page 76 of 164
Write the LC code for expressions. and connotation) (Science) – Enumeration 2. Show tactfulness when
each 3. Observe politeness at all EN5V-IVa-20.1 2. Read aloud grade level communicating with
times. EN5V-Iva – 20.2 appropriate text with an others
EN5LC –Iva-3.11 Page 76 of 164 accuracy rate of 95 – . EN5G-IVa-1.8.1
EN5OL-Iva-2.6.1 100%. EN5VC-IVa –3.7
EN5A-Iva-16 3. Take down relevant EN5A-Iva-17
Page 76 of 164 notes. Page 76 of 164
EN5RC-IVa-3.2.8
EN5F-IVa –1.6
EN5SS-Iva-1.8
Page 76 of 164
II. CONTENT 1.Restating Sentences Identifying Different 1.Distinguishing Text-Type 1.Using Compound : Inferring Target Audience
Heard in One’s Own Words. Meanings of Content According to Features Sentences to Show Cause
2.Using Appropriate Facial Specific Words (Denotation (Structural and Language) and Effect
Expressions. and Connotation) (Science) –Enumeration
2.Reading Aloud Grade
Level Appropriate Text
with an Accuracy Rate of
95-100%.
III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide TG/Week 2 TG/Week 2 TG/Week 2 TG/Week 2 TG/Week 2

pages

2. Learner’s Material LM/Week 2 LM/Week 2 LM/Week 2 LM/Week 2 LM/Week 2

pages
 3. Textbook pages

4. Additional Materials
from Learning
Resource (LR) portal

B. Other Learning Flashcard,Charts,Pictures,d Flashcard,Charts,Pictures Flashcard,Charts,Pictures Flashcard

Pictures, Charts, flashcards,
Resources ictionary Projector/laptop Website/Internet Charts
emoticons (different facial Video Clips (Youtube) (Youtube) Pictures
Dictionary
expressions) Vocabulary Worksheet
Cause and Effect Chart
Two Travelers and the
Bear
IV. PROCEDURES

A. Reviewing previous Let the pupils observe the Review different facial Connotation and Distinguishing text-type Cause and Effect
lesson or picture below. Ask them to expression Denotation
presenting the new study the emotions
lesson expressed on it. Ask:.Can
you imitate the
expressions?

B. Establishing a purpose Let them analyzed the
for the lesson picture B. Ask: What is the
vet doctor told to the child?
Can you restate the words?
What is paraphrasing?
C. Presenting At the end of this lesson,
examples/instances of you will be able to restate
the new lesson sentences heard in your
Look at the picture below
What is in the first picture?
Second picture?
What is the difference
between the two pictures
Today, we’re going to learn
the different meanings of
content specific words
Show the chart of text
type on the board.
Ask: Do you know what
is a text type?
Let the pupils give their
opinions about text type.
Say :The phrase ‘text
type’ is a way of
classifying and defining
different types of
language interaction, both
spoken and written.It
refers to the purpose of a
text and the way it is
written.
At the end of the lesson,
you will be able to
distinguish text-type
Ask the pupils the
following questions:
 What is inferring?
 What is target?
Say: Look at the picture  When we say
and answer the following “audience”, to whom do
questions: we refer it?
1. What happened to the
boy?
2. Why do you think the
boy fell on the ground?
3.What do you think the
reasons why the boy fell
on the ground?
Tell the pupils that at the At the end of the lesson,
end of the lesson, they pupils are able to infer the
will learn to use target audience.
 own words and use
appropriate facial
expressions.
Show the faces again to the
pupils
D. Discussing new B.Explaining the students
concepts and what to do:
practicing new skills
#1 1.Tell the pupils that they
are going to listen to a short
story afterwards, the will
answer the comprehension
check –up below the story
at “Find and Learn”
2.Teacher reads the short
story. Pupils will listen.
3.Call volunteer/s to restate
sentences heard on his own
words.
4.Ask: What values you
should observed during
listening to a story and
class discussions?
E. Discussing new C.Modeling for Students
(denotation and according to
connotation). features (structural
and language); read aloud
grade level appropriate
text with an
accuracy
rate of 95 – 100%
and take down relevant
notes.
B.Explaining the students B.Explaining the students
what to do what to do.
1.Ask the pupils to point 1..Show the power point
out what the two words’ presentation about the
definitions have in common topic.
.. Continue the comparison ..\TEXT TYPS.ppt
and contrast of the two 2..Discuss and explain to
words until they come up the pupils the text type
with which word has the according to
positive and negative features(structural and
meanings, then introduce
the denotation and language).Refer
connotation. pupils at “Think and Tell”
2.Modeling for students: C.Modeling for Students
compound sentences to
show cause and effect
and be tactful in
communicating others
K.Explaining the students 2. Explaining the
what to do students what to do
1.Present the chart on the Let the pupils study the
board. picture. Discuss with them
2.Ask pupils to study what how to infer target
is written in the chart. audience.
Compound sentences are Ask the following
made up of two simple questions:
sentences connected by a - What is inferring?
coordinating conjunction. - What is target?
These conjunctions are - Who should be the
also known as FANBOYS: audience?
F - For - What are the key
A - And aspects would have been
N - Nor chosen to appeal on the
B - But target market?
O - Or
Y - Yet
S– So
Cause is the reason why
something happens.
Effect is the result when
something happens..
Compound sentences
show cause and effect.
a.What is a compound
sentence?
b.What is cause? Effect?
c.FANBOYS is an acronym
for the coordinating
conjunction, what does it
means?
3.Modeling for Students 3.Modeling for Pupils
concepts and Teacher will read
practicing new skills sentences.
#2 1.Pupils will restate
sentences heard on his/her
own words and has (using
the facial expression).
2.Ask :Restate the
sentences heard on one’s
own words and give the
facial expression/s based
on the feeling/s expressed
a.His father became worried
when she didn't hear from
him for two days. _______
b.Juan is quite shy so he
doesn't like talking to
people he doesn't know.
_______
c.A year after being fired
from his job, Marvin is still
very bitter. He has a lot of
resentment towards his
former boss. __________
d.Even though I am
accustomed to traveling for
business, I still get
homesick if I am away from
my home for more than a
week. __________
e.Junie is absolutely
furious!! I cannot believe
that my dog chewed my
favorite shoes. Now they're
ruined! ____________
Tell the pupils that they will
watch a video clips about
denotation and
connotation.
Remind them to observe
the standard rules in
watching or viewing video
clips,
3.Viewing video clips about
denotation and connotation
Let the pupils answer the a.Ask pupils to analyze 1.Show the video clips to
exercises on “Find and the sentence in the pupils. ..\Inferring
Learn” . flashcards. Audience (1).mp4
What is compound 2.Have them answer the
sentence? exercises given in “Try
What is cause and effect? and Learn”
How are you going to
write a compound
sentence with cause and
effect relationship?
b. Explain :
The product was rated
poorly because it was
below the standard.
What happened? The
product was rated poorly.
That is the effect.
Why did it happen? It was
below the standard. That
is the cause.
What kind of sentence
according to structure is
the sentence above? That
is a compound sentence.
Here is another sentence.
The guests stopped
talking when the
president entered the hall.
What happened? The
guests stopped talking.
That is the effect.
Why did it happen? The
president entered the
room. That is the cause.
Connectors such as
because, for this reason,
that is why, so, therefore,
for, and since can be used
to show cause-and-effect
relationships.
A cause-and-effect
relationship describes
something that happens
and explains why it
happens.
Compound sentences are
 made up of two simple
sentences connected by a
coordinating conjunction.
These conjunctions are
also known as FANBOYS:
F - For
A - And
N - Nor
B - But
O - Or
Y - Yet
S – So
Compound sentences
show cause and effect
relationship
Another example:
My daughter got
sick so we had to cancel
our trip.
My daughter got sick
We had to cancel our trip.
Two sentences connected
with conjunction so to
form a compound
sentence.
My daughter got sick so
we had to cancel our trip.
Cause conjunction
Effect
Give your own examples
of compound sentences
that show cause and
effect relationship.
c.Teacher will give more
examplesof compound
sentence and let the
pupils identify the cause
and effect.

d.Encourage the pupils to

give their own examples
of compound sentences.

F. Developing mastery D.Guided Practice: 4.Comprehension Check- D.Guided Practice 4.Guided Practice 4. Guided Practice
 (Leads to Formative a.The teacher will show the
Assessment 3) flashcard with sentence/s.
The teacher will call
someone to read the
sentence/s. Then the pupil
who read the sentence/s
will call another pupil to
restate the sentences on
his/her own words and use/
show the appropriate facial
expressions stated on the
sentence/s. (See Do and
Learn)
G. Finding practical E.Group Activity:
applications of a.Group the pupils into four
concepts and skills in (4).
daily living b.Explain the directions of
the activity.
Follow the directions
carefully
Game 1- Guessing Game:
Each member in the group
will take part in showing the
facial expression without
saying the name of feeling
or emotion being
expressed. The other
members of the group will
guess the name of
emotion/feeling shown true
facial expressions. At the
signal of the teacher, the
guessing game will start.
Game 2 – Restate the
sentence heard. The group
will fall in line. Each group
will choose their leader. The
up:
a.What is denotation? Give
examples of denotation.
b.What is connotation?
Give examples of
connotation.
c.Using Venn’s diagram,
give the comparison or
contrast of the word
denotation and connotation
The teacher will guide the
pupils in answering the
exercises on LM.
Look at the examples of
denotative and connotative
meanings of words.
Choose inside the box the
word being referred by the
denotative and connotative
meaning. Write your
answer on the first column.
D.Group Activity::
1.Organize the class into
small groups or teams with
no more than five
members in each group.
Then hand each group a
blank “Connotation and
Denotation Chart”
2.Explain to the groups
that they will complete the
Connotation and
Denotation Chart.
They may use their
Below are eight different
text types and the
purpose of those texts,
but they are mix up.
Decide what the purpose
of each text type is and
drag it to the correct text
type to the left.
Match the items on the
right to the items on the
left.
E.Group Activity
Exercise 1.Say: Look at
the sentences below,
identify their text type
and write these in the
column on the right.
Complete this column
before saying your
group’s yell.Each group
will read aloud their
answer.
Encircle the two ideas
expressed in a compound
sentence then underline
once the cause and twice
the effect.
a.The dog barked at me
because she was hungry.
b.It was my mom’s
birthday today so I make
her a card.
c.She didn’t sleep well last
night so she feels weak
today.
d.All her clothes were
dirty because her mother
did not washed their
clothes.
e.Arnold dives in
swimming pool and his
head bump near the side
of the pool.
5.Group Activity
Directions: Group the
pupils into four. Let them
do the assigned activity
for their group
Group the pupils into four.
Group I will answer
activity A.
Group 2 will answer
activity B.
Group 3 will answer
activity C.
Group 4 will answer
activity D.
Refer to LM.
Group Activity
The teacher will group the
pupils into four. Each
group will be given an
envelope containing
pictures of different
commercials or TV ads.
They will infer who the
target audience in each
pictures.
Let them give the
following date:
Target audience:
_______________________
Age:
_______________________
Gender:
_______________________
Interest:
_______________________
5. Independent
Practice
Directions: Infer the
target audience. Match
the words in column A to
the words
in column B.
A B
1. Seminar/Training
Workshop of Teachers in
Math a. Carpenters
2. How to Make a House
b.
Bakers
3. Making Pastries, Cakes
and Breads c.
Teachers
4. Snow White and the
Beast d.
Men
5. Wrestling
e. Little boys and
girls
 leader will pick a folded dictionary to find out the
paper and read silently meaning/s of the words.
what is written on it. After
reading what is written ,
he/she will whisper it to the
first member in the line.
Then the second will
whisper it othermember
behind him/her until all the
members in a group having
heard the sentence being
whispered. The last
member will go in front of
the class to restate the
sentence heard and shows
on the facial expressions
expressed in the sentence.
The group with correct
statement and facial
expression will be given a
point.
H. Making generalizations What have you learned Ask the pupils about what What have learned from Ask: What have you learn Ask the pupils about what
and abstractions about from today’s lesson? Let they have learned from today’s lesson? on todays’ lesson? Ask the they have learned from
the lesson the pupils do “Talk about it” today’s lesson. (Game ) Pupils will pass a pupils to answer the the topic. Have them
and “Write about it”. Let them do the exercises ball while singing a song. activity at “Talk about it “ answer the “ Talk about
Ask : Read the pointers to at “ Talked about it” and When the song stops, the and “Read and Write” it”
remember. “Write about it” one who holds the ball will
give what he/she learned
from the day’s topic.
Different text types
Text types as to
structures
Text types as to
language
I. Evaluating learning H.Evaluation: F.Evaluation: Directions: Give the 8.Evaluation 7.Evaluation
Restate the sentences Identify the meaning of meaning of the following Directions: Do the Pupils will be asked to do
heard on one’s own words. words if it is a connotation, text type. Write your following activities: the following activity:
Draw appropriate facial write C, and if it is a answer on the box Activity 1: Read the 1. Think of a
expressions after the denotation, write D. Write opposite of the words compound sentence commercial or TV Ads you
sentences. your answer on the blank. TEXT TYPE MEANING silently. like. Answer the date
1.Grandpa was very proud 1. Green Refer to Lm Activity 2: Write five (5) below:
of me when I got a _____ a. Mommy, please compound sentences.
promotion at work. He took buy me a green apple.. Underline once the cause Name of commercial/TV
me out to dinner to ______b. Lino is not a good and twice the effect . Ads :
celebrate. boy, many of his classmate Encircle the conjunction _________________________
2.I'm a little doubtful about .don’t want him in their used in the sentence Target Audience:
 whether to get married or
not..
3.We are delighted that you
will be coming to visit us. It
will be so nice to have you
here.
4.After waiting in line for an
hour at the bank, the
woman grew impatient and
left.
5.They were shocked to
learn that their beloved
neighbor, Miss Ann, had
stolen their ca
J. Additional activities for Ask the pupils to do the
application or directions on “Read and
remediation Learn “and “Find and
Learn”.
V. REMARKS
VI. REFLECTION
A. No. of learners who ___Lesson carried. Move on to the next
earned 80% in the objective.
group.
He is green minded.. __________________________
2.Snake Age:
_____ a. Lito saw a big __________________________
snake in their backyard. Gender:
_____ b. Mario is a snake.
He pretends to be a good __________________________
boy. He guide his friends ‘ _
things Interest:
but when they were
not around, he get
__________________________
something in their bags.
_
3.Cool
______a. The weather is
2. Watch a television
verycool.
commercial at home or
______b. I like your haircut.
find an ad in a newspaper
It is very cool.
or magazine
4.Cheap
Then , write one
______a. Linda goes with
paragraph describing the
different man that’s why
ad, making an inference
she is being called cheap.
about who the target
______b. The dress in the
audience and explaining
store is cheap.
why they think such.
5.Rats
______a. Rats lived in a dark
places.
______b. Rats! I left my
pocket book in the car
.
Ask the pupils to answer Ask pupils to answer the Let the pupils do the
the activities under “Learn work sheet on learners’ activity at “ Learn some
some more “and “Read manual. more” Encircle the two
and Learn” Tell :To help you better ideas expressed in
understand the concept of compound sentences then
text types try to match underline once the cause
the examples of particular and twice the effect.
texts on the right with the
text types on the left by
connecting them to the
correct text type.
___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next
objective. objective. objective. objective.
 evaluation ___Lesson not carried.
_____% of the pupils got 80% mastery
B. No. of learners who ___Pupils did not find difficulties in
require additional answering their lesson.
___Pupils found difficulties in answering
activities for their lesson.
remediation who ___Pupils did not enjoy the lesson because
scored below 80% of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.

C. Did the remedial ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
lessons work? No. of
learners who have
caught up with the
lesson

D. No. of learners who ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
continue to require activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
remediation

E. Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
lesson lesson lesson
well? Why did these
work?

F. What difficulties did I ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
encounter which my remediation remediation remediation remediation remediation
principal or supervisor
can help me solve?

G. What innovation or 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:
localized materials did ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive
I use/discover which I Development: Examples: Self assessments, Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self
note taking and studying techniques, and assessments, note taking and studying assessments, note taking and studying assessments, note taking and studying assessments, note taking and studying
wish to share with
vocabulary assignments. techniques, and vocabulary assignments. techniques, and vocabulary assignments. techniques, and vocabulary assignments. techniques, and vocabulary assignments.
other teachers?
___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: ___Bridging: Examples: ___Bridging: Examples:
pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and
charts. charts. anticipatory charts. anticipatory charts. anticipatory charts.
 ___Schema-Building: Examples: ___Schema-Building: ___Schema-Building: ___Schema-Building: ___Schema-Building:
Compare and contrast, jigsaw learning, Examples: Compare and contrast, jigsaw Examples: Compare and contrast, jigsaw Examples: Compare and contrast, jigsaw Examples: Compare and contrast, jigsaw
peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects.

___Contextualization:  ___Contextualization:  ___Contextualization:  ___Contextualization:  ___Contextualization: 

Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations,
media, manipulatives, repetition, and local media, manipulatives, repetition, and local media, manipulatives, repetition, and media, manipulatives, repetition, and media, manipulatives, repetition, and
opportunities. opportunities. local opportunities. local opportunities. local opportunities.

___Text Representation: 

___Text Representation:  ___Text Representation:  ___Text Representation:  ___Text Representation:  Examples: Student created
drawings, videos, and games.
Examples: Student created Examples: Student created Examples: Student created Examples: Student created
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. ___Modeling: Examples:
Speaking slowly and clearly, modeling
___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples: the language you want students to use,
Speaking slowly and clearly, modeling the Speaking slowly and clearly, modeling the Speaking slowly and clearly, modeling Speaking slowly and clearly, modeling and providing samples of student work.
language you want students to use, and language you want students to use, and the language you want students to use, the language you want students to use,
providing samples of student work. providing samples of student work. and providing samples of student work. and providing samples of student work. Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies used: ___Gamification/Learning throuh play
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Answering preliminary
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration activities/exercises
___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play ___ Carousel
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Diads
activities/exercises activities/exercises activities/exercises activities/exercises ___ Differentiated Instruction
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Role Playing/Drama
___ Diads ___ Diads ___ Diads ___ Diads ___ Discovery Method
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Lecture Method
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama Why?
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Complete IMs
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Availability of Materials
Why? Why? Why? Why? ___ Pupils’ eagerness to learn
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Group member’s
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials collaboration/cooperation
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn in doing their tasks
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s ___AudioVisual Presentation
collaboration/cooperation collaboration/cooperation collaboration/cooperation collaboration/cooperation of the lesson
in doing their tasks 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

Noted:
 LUCILA M. CARINGAL
Head Teacher III

GRADES 1 to 12 School Gregorio Sison mem. Elem. School Grade Level V

DAILY LESSON LOG Teacher Ednalyn D. Macaraig Learning Areas MATHEMATICS
Teaching Dates and January 22--27, 2018 Quarter Fourth/Week 2
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Finding the area of a circle

A. Content Standards demonstrates understanding of area, volume and temperature. Weekly test

B. Performance Standards is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

C. Learning solves routine and non-routine . creates problems involving a circle,

Competencies/Objectiv problems involving the area of a circle. M5ME-IVb-75 with reasonable answers. M5ME-IVb-76
es Page 64 of 109 Page 64 of 109
Write the LC code for
each

II. CONTENT Solving Routine and Non- Solving Routine and Non- Creating Problems
Routine Problems Routine Problems Involving a Circle, with
Involving the Area of a Involving the Area of a Reasonable Answers
Circle Circle
III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide
pages

2. Learner’s Material
pages

3. Textbook pages Growing up with Math 5 pages 299-301 Growing up with Math 5 pages 299-301

4. Additional Materials
from Learning
Resource (LR) portal

B. Other Learning cutouts of circles, chart, flashcards, real objects cutouts of circles, chart, flashcards, real objects,
 Resources manila paper, ruler/meter stick, pentel pen,
show me board
IV. PROCEDURES

A. Reviewing previous Drill Review 1.Drill Review

lesson or presenting Game Ka Na Ba? A.Checking of Assignment Have a drill on the Have a review on solving
the new lesson Mechanics: B.Identify the parts of a multiplication facts the area of a circle. Let
Read the questions with circle the pupils do the following
choices C.Review the steps in
Ask: “Would you like to go solving word problems.
on P 100 or stop?”
If he/she goes on, the
price goes higher and
higher until he/she gets
the prize.
Example: (Number to be
squared should not be
more than 15)
What is 〖12〗^2?
a.100 B. 120 C.
124D. 144
What is 〖15〗^2?
a.250 B. 225 C.
200 D. 150

B. Establishing a purpose 3.Motivation 3.Motivation

for the lesson Let the pupils find any circular objects inside the
Name any round objects inside the classroom or any
classroom. Ask them to record the area of each object.
round object that you brought. Show the diameter and
the radius.
C. Presenting 1.Presentation 1.Presentation
examples/instances of Let the pupils present their answers. Ask them how
Present the situation under Explore and Discover on
the new lesson they got the area.
page ___, LM Math Grade 5. Discuss the situation with
the class.
D. Discussing new Performing the Activities 2. Performing the Situation 2:
concepts and Divide the class into four groups and instruct them to Activities In the school
practicing new skills #1 bring out the materials that they brought like paper Divide the class into four campus, find any circular
plate, ice cream cup cover or any round object. Let the groups. Let each group objects, create a problem
pupils measure the diameter. Divide the diameter by 2 discuss how will they involving area of a circle
to get the radius. Tell the pupils that the value of π is make a problem based on use a ruler/meter stick as
approximately 3.14 and that the formula in finding the the given situations. The the measuring tool.
area of a circle is A= πr^2 groups 1 and 2 will discuss
Solve for the area of the circle. Ask the leader to situation 1, while groups 3
 report their answers.
E. Discussing new 3.Processing the Activities
concepts and After the presentation of the groups, ask:
practicing new skills #2 •How did you find the activity?
•How did you go about the task?
•What did you do with the objects before getting their
areas?
•How did you solve the area?
F. Developing mastery Reinforcing the Concept
(Leads to Formative and Skill
Assessment 3) a. Class Activity
Say: Let us solve
more problems. Ask pupils
to do the exercises by
pairs under Get Moving on
pages _____ of LM Math 5.
Check the pupils’ answers.
b. Group Activity
Divide the class in
four groups. Let them
choose a leader and a
secretary. Give each
group an activity card with
problems written on it.
Then each group will post
their work on the board.
The leader will explain
their answers and
solutions.
Activity Card 1
Problem 1: A circular
basement has a radius of
6 m. If it will cost ₱471 per
square meter to pave the
basement with bricks,
and 4 will focus on
Situation 2.
Situation 1:
Inside the
classroom, find any
circular objects, create a
problem involving area of
a circle. Use a ruler/meter
stick as the measuring
tool.
3. Processing the Activities
After the activities have been done, let the groups post
their formulated problems in each of the situations
given and let them do the tasks below.
1. Read the problem and ask the class to solve the
problem.
2. Illustrate and solve the problem with the
solution.
Reinforcing the Concept and Skill
a. Class Activity
Activity Card 3
A. Ask the pupils to do the exercises in the Get
Problem 3: Carlo Moving and Keep
Moving pages_____ and ____, LM Math Grade 5.
has a circular window with
B. Ask the pupils to work by groups. Check the
an area of approximately pupils answers
4069.44 〖 cm 〗 ^2. Find
the radius of the window
Activity Card 4
Problem 4: What is the
area of a circular garden
whose diameter is 15
meters?
 what will the total cost be?
Activity Card 1
Problem 2: Lyn wants to
refinish a circular table
that is 2.4 meters in
diameter. If the refinishing
costs ₱255 per square
meter, how much will she
spend?
G. Finding practical Applying to New and
applications of Other Situations
concepts and skills in a. Group Activity
daily living Divide the class
in two groups. Give each
group an activity card with
problems written on it. Let
each group post their work
on the board. The leader
will report to the class the
answer and solution of the
problem.
H. Making generalizations Lead the pupils generalize the following.
and abstractions about Steps in solving problems involving the area of a circle
the lesson
The formula in finding the area of a circle
A = πr^2
I. Evaluating learning Assessment
Solve the following
problems.
1.Find the area of circular
playground whose radius
measures 6 meters.
2.An extension of a house
is semicircular in shape
with a radius of 4 meters.
Can you find its area?
3.A circular fountain has a
radius of 12 meters. What
is the area of the circular
For more
exercises, ask pupils to do
the exercises under Apply
Your Skills
on page ___, LM Math
Grade 5
Solve each problem.
1.Every time it rains, Mrs.
Lapis saves water in a big
clay jar called ‘tapayan’.
She covers them with a
circular galvanized iron
with a radius 14 m. What
is the area of the circular
cover?
2.Find the area of a
circular clock that has a
radius of 13 cm.
Applying to New and Other Situations
Let the pupils do Apply Your Skills on
pages ___, LM Grade 5. Check the pupils’ work.
Lead the pupils to give the generalization by asking:
How did you create problems involving area of a circle?
Steps in Creating Problems
1.Familiarize yourself with the mathematical concepts.
Think of the application to everyday life situations.
2.Think of the type of the problem you want to make
and the formula to be used.
3.Read and study more on math problems. Study the
solutions.
4.Make your own styles/strategies to justify the
solutions.
C.Assessment Create problem involving
Let the pupils do the area of a circle using the
exercises in Keep Moving given data below.
on page ___, LM Math 1.Circular bed
Grade 5. Check pupils’ Radius=130 cm
work. Area?
2.Circular plate
Radius=15 cm
Area?
3.Circular playdround
Radius=30m
Area?
 fountain?
4.The diameter of the 3.What is the area of a
drum is 70 cm. What is the circular pool with the
area covered when the diameter of 15 m?
drum stands?
5.Ana’s circular bed cover
has a diameter of 2.25 m.
How many square meters
is it?
J. Additional activities for Find the area of the circle. Ask the pupils to create
application or Draw and Write the problems involving area of
remediation measurement of the a circle.
radius or diameter.
1.radius- 9.5 cm
2. diameter- 14 cm
A = _________
A = __________
3. radius- 12 cm
4. diameter- 9 cm
A = _________
A = __________
5. radius- 20 cm
A=__________

V. REMARKS

VI. REFLECTION

A. No. of learners who ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next
objective. objective. objective. objective. objective.
earned 80% in the ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
evaluation _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery

B. No. of learners who
require additional
activities for
remediation who
scored below 80%
___Pupils did not find difficulties in answering
their lesson.
___Pupils found difficulties in answering their
lesson.
___Pupils did not enjoy the lesson because of
lack of knowledge, skills and interest about
the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___Pupils did not find difficulties in answering
their lesson.
___Pupils found difficulties in answering their
lesson.
___Pupils did not enjoy the lesson because of
lack of knowledge, skills and interest about
the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___Pupils did not find difficulties in answering
their lesson.
___Pupils found difficulties in answering their
lesson.
___Pupils did not enjoy the lesson because of
lack of knowledge, skills and interest about
the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___Pupils did not find difficulties in answering
their lesson.
___Pupils found difficulties in answering their
lesson.
___Pupils did not enjoy the lesson because of
lack of knowledge, skills and interest about
the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.

C. Did the remedial ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
 lessons work? No. of
learners who have
caught up with the
lesson

D. No. of learners who ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
continue to require
remediation

E. Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
strategies worked
well? Why did these
work?

F. What difficulties did I ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation remediation remediation remediation
encounter which my
principal or supervisor
can help me solve?

G. What innovation or 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:

localized materials did ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
Examples: Self assessments, note taking and Examples: Self assessments, note taking and Examples: Self assessments, note taking and Examples: Self assessments, note taking and Development: Examples: Self assessments,
I use/discover which I studying techniques, and vocabulary studying techniques, and vocabulary studying techniques, and vocabulary studying techniques, and vocabulary note taking and studying techniques, and
wish to share with assignments. assignments. assignments. assignments. vocabulary assignments.
other teachers?
___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think-
pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory
charts. charts. charts. charts. charts.

___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building:

Compare and contrast, jigsaw learning, peer Compare and contrast, jigsaw learning, peer Compare and contrast, jigsaw learning, peer Compare and contrast, jigsaw learning, peer Examples: Compare and contrast, jigsaw
teaching, and projects. teaching, and projects. teaching, and projects. teaching, and projects. learning, peer teaching, and projects.

___Contextualization:  ___Contextualization:  ___Contextualization:  ___Contextualization:  ___Contextualization: 

Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations,
media, manipulatives, repetition, and local media, manipulatives, repetition, and local media, manipulatives, repetition, and local media, manipulatives, repetition, and local media, manipulatives, repetition, and local
opportunities. opportunities. opportunities. opportunities. opportunities.

___Text Representation: 

___Text Representation:  ___Text Representation:  ___Text Representation:  ___Text Representation:  Examples: Student created
drawings, videos, and games.
Examples: Student created Examples: Student created Examples: Student created Examples: Student created
drawings, videos, and games. 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: Speaking ___Modeling: Examples: Speaking language you want students to use, and
providing samples of student work.
slowly and clearly, modeling the language you slowly and clearly, modeling the language you slowly and clearly, modeling the language you slowly and clearly, modeling the language you
want students to use, and providing samples of want students to use, and providing samples of want students to use, and providing samples of want students to use, and providing samples of
 student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
student work. student work. Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
Other Techniques and Strategies used: Other Techniques and Strategies used:
___ Answering preliminary
___ Explicit Teaching ___ Explicit Teaching
activities/exercises
___ Group collaboration ___ Group collaboration
___ Carousel
___Gamification/Learning throuh play ___Gamification/Learning throuh play
___ Diads
___ Answering preliminary ___ Answering preliminary
___ Differentiated Instruction
activities/exercises activities/exercises
___ Role Playing/Drama
___ Carousel ___ Carousel
___ Discovery Method
___ Diads ___ Diads
___ Lecture Method
___ Differentiated Instruction ___ Differentiated Instruction
Why?
___ Role Playing/Drama ___ Role Playing/Drama
___ Complete IMs
___ Discovery Method ___ Discovery Method
___ Availability of Materials
___ Lecture Method ___ Lecture Method
___ Pupils’ eagerness to learn
Why? Why?
___ Group member’s
___ Complete IMs ___ Complete IMs
collaboration/cooperation
___ Availability of Materials ___ Availability of Materials
in doing their tasks
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___AudioVisual Presentation
___ Group member’s ___ Group member’s
of the lesson
collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson

Noted:

LUCILA M. CARINGAL
Head Teacher III

GRADES 1 to 12 School Gregorio SisonMem. Elementary School Grade Level V

DAILY LESSON LOG Teacher Ednalyn D. Macaraig Learning Areas SCIENCE
Teaching Dates and Time January 22-26,2018 Quarter Fourth /Week 2

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Demonstrate how people and plants prevent soil erosion.

A. Content Standards The Learners demonstrate understanding of…

weathering and soil erosion shape the Earth’s surface and affect living things and the environment

B. Performance Standards The Learners should be able

to…
participate in projects that reduce soil erosion in the community
C. Learning Competencies/Objectives 1.Investigate extent of soil erosion in
Write the LC code for each the community

II. CONTENT 1.1 Weathering and Soil

Erosion
 III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages - Science for Daily Use 4

- Science and Health 5
4. Additional Materials from pictures
Learning Resource (LR) portal videos

B. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson or

presenting the new lesson

B. Establishing a purpose for the A.Engagement:

lesson Note: Below are suggested are suggested instruction to be observed before taking the class before taking the class outside the classroom.
Set standards on:
• Avoiding unnecessary noise in getting in and out the classroom.
• Not to go out empty-handed. Bring notebook and pen.
• Working on the assignment task.
• Not to run around the campus.
• Wearing of cap or use umbrella.
• Being mindful of the time allotted for the activity.
• Observing cleanliness in the area.
C. Presenting examples/instances of Background Information for Teachers:
the new lesson Science for Daily Use 4
pp.192-193
D. Discussing new concepts and B.Exploration: Day 2- LM Activity 2 Describe their Day 3 – LM Activity 3 Erosion Carries Day 4 – LM Activity 4 Soil Erosion Day 5 – Activity 5 A negative
practicing new skills #1 Preparatory Activity present condition Away Topsoil has an effect on Plants, Animals and Branch of Soil Erosion
1.Setting of Standards. People

Day 1 – LM Activity 1 Erosion

E. Discussing new concepts and
practicing new skills #2
changes the shape of the land
C.Explanation:
After all the groups have posted their output.
1.Have the group representative present the results of the activity.
2.Check the group’s responses to the activity questions as you discuss the answers to the following questions.
•What is being shown in the activity?
•What agents of soil erosion were shown in the activity?
•Why is it easier to grow plants on topsoil than on the subsoil?
•Why does the land become barren?
•Why do you think few grow along the coastline?
F. Developing mastery
(Leads to Formative Assessment 3)

G. Finding practical applications of

concepts and skills in daily living

H. Making generalizations and 1.Summarize the different concepts developed by the pupils using graphic organizer.
abstractions about the lesson

I. Evaluating learning E.Evaluation;

To further check the comprehension of the learners, let them fill-out the graphic organizer below ( Concept Map)
Note:
•Give instruction to the class if they are not familiar in using graphic organizer.
•Shapes can be modified as long as they will still show hierarchy of concepts.
•Provide time for the pupils to fill-out the organizer
1.Write the main concept of the lesson on the topmost box.
2.On the second layers of boxes, write subtopics or the secondary concepts.
3.On the last layer of the boxes, write in each box words or phrases that describe.

J. Additional activities for application IV.Assignment:

or remediation Make a list of places in your community where you have noticed a situation related to erosion. It may be along roads exposed to running water, along
riverbanks, along canal or drainage, or in some parts of the school yards.
V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in ___Lesson carried. Move on to the next
the evaluation objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
B. No. of learners who require additional ___Pupils did not find difficulties in
activities for remediation who scored answering their lesson.
below 80% ___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.

C. Did the remedial lessons work? No. of ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80%
learners who have caught up with the above
 lesson

D. No. of learners who continue to require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
remediation activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation

E. Which of my teaching strategies worked ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
lesson lesson lesson lesson lesson
F. What difficulties did I encounter which ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to
my principal or supervisor can help me remediation remediation remediation remediation require remediation
solve?

G. What innovation or localized materials 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:
did I use/discover which I wish to share ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive
with other teachers? Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self
assessments, note taking and studying assessments, note taking and studying assessments, note taking and studying assessments, note taking and studying assessments, note taking and studying
techniques, and vocabulary assignments. techniques, and vocabulary assignments. techniques, and vocabulary assignments. techniques, and vocabulary assignments. techniques, and vocabulary
assignments.
___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think-
pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory ___Bridging: Examples:
charts. charts. charts. charts. Think-pair-share, quick-writes, and
anticipatory charts.

___Schema-Building: ___Schema-Building: ___Schema-Building: ___Schema-Building:

Examples: Compare and contrast, jigsaw Examples: Compare and contrast, jigsaw Examples: Compare and contrast, jigsaw Examples: Compare and contrast, jigsaw ___Schema-Building:
learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects. Examples: Compare and contrast,
jigsaw learning, peer teaching, and
projects.

___Contextualization:  ___Contextualization:  ___Contextualization:  ___Contextualization: 

Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations, ___Contextualization: 

media, manipulatives, repetition, and media, manipulatives, repetition, and media, manipulatives, repetition, and media, manipulatives, repetition, and
local opportunities. local opportunities. local opportunities. local opportunities. Examples: Demonstrations,
media, manipulatives, repetition, and
local opportunities.

___Text Representation:  ___Text Representation:  ___Text Representation:  ___Text Representation:  ___Text Representation: 

Examples: Student created Examples: Student created Examples: Student created Examples: Student created Examples: Student created
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. drawings, videos, and games.

___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples:

Speaking slowly and clearly, modeling the Speaking slowly and clearly, modeling the Speaking slowly and clearly, modeling the Speaking slowly and clearly, modeling the Speaking slowly and clearly, modeling
language you want students to use, and language you want students to use, and language you want students to use, and language you want students to use, and the language you want students to
providing samples of student work. providing samples of student work. providing samples of student work. providing samples of student work. use, and providing samples of student
work.

Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching used:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Explicit Teaching
 ___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Noted:
LUCILA M. CARINGAL
Head Teacher III
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson
 GRADES 1 to 12 Paaralan Gregorio SisonMem. Elementary School Baitang/Antas V
DAILY LESSON LOG Guro Ednalyn D. Macaraig Asignatura FILIPINO
(Pang-araw-araw na Markahan Ikaapat/Linggo 2
Tala sa Pagtuturo) Petsa/Oras January 22-26,2018

Lunes Martes Miyerkules Huwebes Biyernes

A. LAYUNIN

A. Pamantayang Naipamamalas Naisasagawa ang mapanuring pagbasa sa iba’t ibang Naipamamalas Lingguhang Pagsusulit
Pangnilalaman ang kakayahan sa uri ng teksto at ang kakayahan
mapanuring napapalawak ang talasalitaan sa mapanuring
pakikinig at pagunawa panood ng iba’t
sa ibang uri ng
napakinggan media
B. Pamantayan sa Nakabubuo ng nakalarawang Nakagagawa ng grap o tsart tungkol sabinasa, Nakabubuo ng
Pagaganap balangkas batay sa nakapagsasagawa ng isang sariling
napakinggan debate tungkol sa isang isyu binasang dokumentaryo o
paksa maikling pelikula
C. Mga Kasanayan sa Nasasagot ang mga literal na Naipapahayag ang sariling Naibibigay ang Naiuugnay ang sariling Nasasagot ang mga
Pagkatuto (Isulat ang tanong tungkol sa opinyon o reaksyon o ideya kahulugan ng salita karanasan sa napanood tanong sa pagsusulit
code ng bawat napakinggang kwento sa napakinggang isyu pamilyar at di-pamilyar F5PD-IVb-d-17,/ Pahina upang matukoy ang
kasanayan) F5PN-IVb-3.1/Pahina 75 ng Nagagamit ang iba’t ibang na mga salita sa 75 ng 143 araling natutunan
143 uri ng pangungusap sa pamamagitan ng pag-
pakikipagdebate tungkol sa uugnay sa sariling
isang isyu karanasan
F5PS-IVb-h-1 Natutukoy ang
F5WG-IVb-e-13.2/ Pahina paniniwala ng may-akda
75 ng 143 ng teksto sa isang isyu
F5PT-IVa-b-1.12
F5PB-IVb-26/ Pahina 75
ng 143
B. NILALAMAN Pagsagot ng mga literal na Pagpapahayag ng sariling Naibibigay ang Pag-uugnay ng sariling Lingguhang Pagsusulit
tanong tungkol sa opinion o reaksyon o ideya kahulugan ng salita karanasan sa napanood
napakinggang kwento sa napakinggang isyu pamilyar at di-pamilyar
Paggamit ng iba’t ibang uri na mga salita sa
ng pangungusap sa pamamagitan ng pag-
pakikipagdebate tungkol sa uugnay sa sariling
isang isyu karanasan
Natutukoy ang
paniniwala ng may-akda
ng teksto sa isang isyu
KAGAMITANG
PANTURO
A. Sanggunian
 1. Mga pahina sa
Gabay ng Guro

2. Mga pahina sa
Kagamitang Pang-
Mag-aaral

3. Mga pahina sa Pagdiriwang ng Wikang Landas sa Wika 6 pahina Landas sa Pagbasa 6 ph.
Teksbuk Filipino 5 (Pagbasa) pahina 70-74 24-25
118-119
Pagdiriwang ng Wikang
Filipino 5 TM ph. 139-144
4. Karagdagang kwento, graphic organizer Kwento, puzzle, activity LM, metacards, larawan Video clip, metacards,
Kagamitan mula sa card larawan, activity card
portal ng Learning
Resource

B. Iba pang Kagamitang

Panturo

C. PAMAMARAAN

A. Balik-aral sa 1.Pagsasanay 1.Pagsasanay 1.Pagsasanay 1.Pagsasanay

nakaraang aralin Ipabasa ang mga salitang
at/o pagsisimula ng nakasulat sa metacards.
bagong aralin
2.Balik-Aral
Paano mo masasagot ng
wasto ang mga tanong mula
sa napakinggang alamat?
Ipabasa nang wasto ang
mga pangungusap.
Ipabigay kung anong uri ng
pangungusap ang kanilang
binasa.
1. Maraming tao ang
nagsimba sa araw ng pista.
2. May palaro ba sa plasa?
3. Papasukin mo ang mga
bisita natin.
4. Maaari po bang humingi
ng tubig na maiinom?
5. Naku! Nadulas ang bata
sa palosebo!
6. Masaya ang pista dito sa
inyo.
7. Gusto mo pa ng leche
flan?
8. Masaki tang tiyan ko!
9. Pahiran mo ng acete de
manzanilla.
10. Pwede na po ba akong
umuwi?
Basahin ang bawat Gamit ang metacards,
pangungusap. Ibigay ang magpasulat sa mga bata
kahulugan ng mga may ng mga karanasang hindi
salungguhit na salita sa nila nalilimutan.
papamagitan ng Paramihan sila ng
pagbibigay ng kanilang maisusulat. Ipaulat ito sa
kasalungat. Isulat ang klase.
sagot sa sagutang papel.
1. Humusay ang 2.Balik-Aral
kaniyang pagguhit dahil Anu-ano ang mga
sa pag-eensayo. pamantayang dapat
2. Ang batang makulit ay isaalang-alang sa
napagalitan ng nanay. panonood?
3. Walang humpay ang
pag-iyak ng bata.
4. Pati hangin yata’y
walang pakialam sa
kapal ng usok na
nakabalatay
5. May maliit na liwanag
na natatanaw ang bata.
2.Balik-Aral
Sa paanong paraan mo

B. Paghahabi sa layunin A.Pagganyak
ng aralin Ipasuri sa mga mag-aaral ang
isang larawan. Magtanong sa
mga bata kung may alam
silang kwento tungkol sa mga
unggoy at buwaya. Hayaang
ikwento ang ibang bahagi
nito.
Pasagutan ang inihandang
talasalitaan. Ipagamit ang
mga salita sa sariling
pangungusap.
C. Pag-uugnay ng mga B.Paglalahad
halimbawa sa bagong Ilahad ang pamagat ng
aralin kwento. Ipaalala ang mga
pamantayan sa pakikinig.
Iparinig ang kwento sa klase.
Ang Unggoy at ang Buwaya
D. Pagtatalakay ng C. Pagtatalakay
bagong konsepto at Pagkatapos ng nakalaang oras
paglalahad ng bagong para pakinggan ang kwento,
kasanayan #1 magkaroon ng talakayan
tungkol sa napakinggang
teksto.
Itanong:
2.Balik-Aral
Magkaroon ng pagbabalik-
aral tungkol sa uri ng
pangungusap. Ipatukoy sa
mga bata kung anu-ano
ang mga uri ng
pangungusap.
A.Pagganyak
Ipahanap sa puzzle ang
mga salitang may
kinalaman sa tatalakaying
aralin. Ipasulat ito sa
metacards. Papagbigayin
ng ilang paliwanag ang
mga bata tungkol sa bawat
salitang kanilang nahanap
B.Paglalahad
Ilahad sa klase ang
teksto/isyu. Pumili ng
batang magbabasa ng
nasabing teksto sa klase.
Maaari rIn itong ipabasa ng
dalawahan, tatluhan o
pangkatan.
C.Pagtatalakay
Magkakaroon ng talakayan
ang klase tungkol sa
binasang teksto. Ipasagot
ang mga sumusunod na
tanong.
1.Tungkol saan ang
matutukoy ang
kahulugan ng isang
salita?
A.Pagganyak A.Pagganyak
Itanong: Anu-ano ang Itanong: Anu-ano ang
mga tradisyon ng mga mga bagay na ibinibigay
Pilipino ang alam ninyo? o binibili ng inyong
Magpakita ng halimbawa nanay para sa inyo?
ng banderitas o larawan Naranasan na ba ninyong
ng isang pista. Itanong kayo naman ang bumili o
sa mga bata kung saan o magbigay sa inyong mga
kailan nila madalas nanay? Ibahagi ito sa
makikita ang mga bagay klase.
na ipinakita. Pasagutan
ang Tuklasin Mo na
makikita sa LM kung
saan magbibigay ang
mga bata ng mga
salitang naiisip nila na
may kinalaman sa pista.
Sabihing ang
kwento/teksto
tatalakayin ngayong
araw ay tungkol sa pista
ng bayan.
B.Paglalahad B.Paglalahad
Ilahad ang pamagat ng Ilahad ang pamagat ng
teksto. video clip.Isa-isahin muli
Isa-isahin ang mga ang mga pamantayan sa
pamantayan sa pagbasa panonood. Pagsasagawa
nang tahimik. Ipabasa ng panonood ng mga
nang tahimik ang bata.
kwento.
C.Pagtatalakay C.Pagtatalakay A.Pakinggang mabuti
Ipagawa ang Gawin Natin Itanong ang mga ang kwentong
kung saan ipasasagot sumusunod: babasahin ng guro.
ang nabuong tanong- 1.Ano ang pamagat ng Sagutin ang mga
pagganyak at ang mga palabas? tanong pagkatapos.
Gabay na Tanong 2.Sino-sino ang mga (May kalayaan ang
tungkol sa binasang tauhan sa palabas? guro sa pagpili ng
teksto. Itanong kung ano 3.Saan ito naganap? kwentong gagamitin sa
 1.Tungkol saan ang kwentong
napakinggan?
2.Sinu-sino ang tauhan sa
kwento?
3.Saan at kailan nangyari ang
kwento?
4.Ilarawan ang tirahan ng
mag-aamang unggoy.
5.Bakit naubos ang pagkain
ng mga unggoy at buwaya?
6.Ano ang katangian ng
unggoy?buwaya?
7.Isalaysay kung paano
nakatawid sa kabilang pulo
ang unggoy.
E. Pagtatalakay ng Ipaliwanag na ang mga
bagong konsepto at tanong na iyong ginamit sa
paglalahad ng bagong pagtatalakay ay mga tanong
kasanayan #2 na literal kung saan ang mga
sagot sa mga tanong na ito ay
mga impormasyong tuwirang
nakalahad sa tekstong
napakinggan.
F. Paglinang sa D.Pagpapayamang Gawain
Kabihasan Para sa Gawin Mo, pasagutan
(Tungo sa Formative ang balangkas tungkol sa
Assessment) kwentong napakinggan
binasang teksto?
2.Ano ang tawag sa mga
karatig-bansa ng Pilipinas
na patuloy sa pag-unlad?
3.Ano ang dapat na gawin
ng Pilipinas upang
makasabay sa mga karatig-
bansa nito?
4.Anu-anong mga isyu ng
bansa ang dapat na lutasin
o bigyang pansin upang
tayo ay umunlad?
D.Pagpapayamang Gawain
Mula sa binasang teksto,
ipagawa ang Gawin Natin
kung saan magbibigay ang
mga bata ng mga
pangungusap na ginamit sa
teksto. Papagbigayin ang
mga bata ng kani-kanilang
reaksyon o ideya at opinion
hinggil sa isyung kanilang
nabasa/napakinggan.
Sa Gawin Mo, hahatiin ang
klase sa dalawang grupo.
Ang dalawang grupo ay
magsasagawa ng isang
debate tungkol sa isang
isyung mapipili nila.
Bigyang diin na kailangang
gumamit sila ng iba’t ibang
uri ng pangungusap sa
kanilang pagdedebate
ang mga paniniwala ng 4.Ano ang katangian ng pagsusulit.)
may-akda san g teksto mga tauhan?
tungkol sa pagdiriwang 5.Naranasan mo na ba
ng pista. ang naging karanasan ng
tauhan sa palabas?
Ano ang iyong ginawa at
bakit?
B.Gamit ang iba’t ibang
uri ng pangungusap,
ipahayag ang sariling
opinyon o reaksyon o
ideya hinggil sa isyung
pag-aalis ng mga
uniporme sa pag-aaral.
D.Pagpapayamang D.Pagpapayamang
Gawain Gawain
Sa Gawin Mo, Sabihin: Ibahagi o iugnay
kukumpletuhin ng mga ang napanuod na
bata ang tsart kung saan palabas sa iyong sariling
magtatala ang mga bata karanasan Sumulat ng
ng mga salitang naging maikling talata tungkol
pamilyar at di-pamilyar dito.
para sa kanila mula sa
binasa nilang teksto.
Ipaugnay ang mga
salitang ito sa kanilang
sariling karanasan upang
matukoy ang kahulugan.
G. Paglalapat ng aralin sa F.Paglalapat
pang-araw-araw na Magkakaroon ng pangkatang
buhay gawain. Bawat pangkat ay
pipili ng isang magbabasa ng
maikling kwento na inihanda
ng guro. Pagkatapos
mapakinggan ang kwentong
binasa ng kagrupo, ang mga
miyembro ang siyang
magsasagot ng mga tanong
na tungkol sa kanilang
napakinggan.
Maaaring gamitin ng guro ang
kahit na anong kwento na
kanyang nabasa o nahanap sa
iba pang sanggunian.
H. Paglalahat ng Arallin E.Paglalahat
Ano ang kahulugan ng literal
na mga tanong?
Paano mo masasagutan ang
mga literal na tanong mula sa
inyong napakinggang teksto?
I. Pagtataya ng Aralin Pagtataya
Pakinggang mabuti
ang kwentong babasahin ng
guro. Sagutan ang mga
sumusunod na literal na mga
tanong ayon sa inyong
napakinggang kwento.
Taniman sa Bukid
F.Paglalapat
Pangkatang Gawain
Ang bawat pangkat ay
bibigyan ng envelope na
may lamang manila paper,
marker at kwento. Tahimik
na babasahin ang
nakatakdang gawain at
pagkatapos ay isasagawa
na ito.
Unang Pangkat – pumili ng
isang napapanahong isyu
at magbigay ng mga
rekasyon, opinion o ideya
tungkol dito. Iulat ito sa
klase.
Ikalawang Pangkat- mag-
isip ng isang napakinggan o
nabasang isyung
kinasasangkutan ng bansa.
Magsagawa ng tatlong
minutong debate tungkol
dito. Gumamit ng iba’t
ibang uri ng pangungusap
sa pagdedebate.
E.Paglalahat
Ano ang iyong natutuhan
sa aralin ngayon? Sa
paanong paraan mo
maihahayag o maibibigay
ang iyong mga reaksyon,
opinyon at ideya tungkol sa
isang napakinggang isyu?
Anu-anong uri ng
pangungusap ang maaari
mong magamit sa
pakikipagdebate?
Pagtataya
Magbigay ng sariling
reaksyon, opinion o ideya
hinggil sa sumusunod na
isyu.
Labanan ang polusyon
Malaking isyu
ngayon ang pagkasira ng
F. Paglalapat F.Paglalapat
Basahin nang tahimik Magsagawa ng isang
ang talata. Piliin ang mga pangkatang gawain kung
salitang pamilyar at di saan iisip ang mga bata
pamilyar mula sa ng isang pelikula o
binasang teksto. Sa palabas na gusto nila at
tulong ng pag-uugnay ng isasadula ang piling
sariling karanasan, bahagi o eksena nito.
tukuyin ang kahulugan
ng bawat isa. Tukuyin din
ang paniniwala ng may-
akda ng binasa tungkol
sa isyung kanyang
sinulat.
E.Paglalahat E.Paglalahat
Ano ang ibig sabihin ng Ano ang iyong natutuhan
pamilyar na salita? di sa aralin ngayon?
pamilyar na salita?
Paano mo matutukoy
ang kahulugan ng mga
salitang ito?
Pasagutan ang balangkas
sa Isaisip Mo.
Pagtataya Pagtataya Ibigay ang kahulugan
Panuto: Ibigay ang Iugnay ang ng mga salitang may
kahulugan ng mga sariling karanasan sa salungguhit kaugnay
salitang may isang pelikulang tumatak ng sariling karanasan.
salungguhit. Iugnay ang sa iyong isipan. Sumulat
bawat salita sa sariling ng isang maikling talata 1.Ang gintong
karanasan upang tungkol dito pangarap ng kanyang
matukoy ang kahulugan. ina ay ang Makita
 kapaligiran dahil sa 1.Hindi magkamayaw sa siyang isang ganap na
1.Ano ang pamagat ng lumulubhang polusyon sa ingay ng pagbabatian at doktor na.
kwentong iyong napakinggan? lupa, tubig, at hangin. pagbabalitaan ang mga 2.Nagpakahirap sa
2.Saan nagiging masaya ang Malulutas ang suliraning ito tao sa plasa. pagtatrabaho ang ina
agawaing pagtatanim? kung makikipagtulungan 2.Maraming biyaya ang ni Mabini upang
3.Paano isinasagawa ng mga ang bawat tao. May mga tinanggap ng mga maitaguyod ang
magsasaka ang pagtatanim? batas na dapat sundin at manggagawa. kanyang pag-aaral.
4.Ano ang paniniwala nila may mga kautusang 3.Madilim at masikip ang 3.Sa kanyang
tungkol sa pag-aani? ipinatutupad ang ating iskinita. pagsusumikap, hindi
5.Nasaan ang kaligayahan ng pamahalaan. Magiging 4.Naaalimpungatang niya inalintana ang init
magsasaka? malinis ang paligid kung sumunod si Ruth sa ng araw at patak ng
6.Paano tinatanggap ang gagawin ng bawat isa ang paglabas ng kanyang ulan.
isang magsasaka ang kanilang tungkulin. Tayo ina. 4.Ang mga magulang
kanyang kapalaran? ang dapat mangalaga na 5.Maaaring kapirasong ay hangad ang mabuti
likas na kayamanan at ang tela ang ibigkis sa para sa kanilang mga
pag-unlad ng bayan ay sa baywang ng sanggol. anak.
atin nakasalalay 5.Ang maging alagad
ng Diyos ang siyang
pinakadakilang
karangalang maaaring
makamit ng tao sa
buhay na ito
J. Karagdagang gawain Takdang Aralin Takdang Aralin Takdang Aralin Takdang Aralin
para sa takdang-aralin Pumili ng isang Gamit ang iba’t Magbigay ng 5 Pumili ng isang
at remediation maikling kwento. Bumuo ng ibang uri ng pangungusap, salitang pamilyar at 5 palabas na paborito mo
limang literal na tanong mula ibigay ang sariling salitang di pamilyar sa at iugnay ang isang
sa iyong napiling kwento. reaksyon o ideya sa iyo. Ibigay ang karanasan dito.
Pumili ng isang kapareha. Ang panukala ng ilang kahulugan nito sa
magkapareha ay mambabatas na tuluyang pamamagitan ng pag-
magpapalitan ng ipagbawal ang pagtotroso uugnay ng iyong sariling
pakikinggang kwento at at pagpuputol ng mga karanasan.
sasagutang mga tanong. punongkahoy.
Iuulat sa klase ang awtput.
D. Mga Tala

E. Pagninilay

A. Bilang ng mag- ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the
aaral na nakakuha objective. objective. objective. objective. next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
ng 80% sa _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80%
pagtataya mastery

B. Bilang ng mag-aaral ___Pupils did not find difficulties in answering ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in
na nangangailangan their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils found difficulties in answering their ___Pupils found difficulties in answering ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
ng iba pang gawain lesson. their lesson. answering their lesson. answering their lesson. answering their lesson.
para sa remediation ___Pupils did not enjoy the lesson because of ___Pupils did not enjoy the lesson because ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson
 lack of knowledge, skills and interest about
the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.

C. Nakatulong ba ang ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80%
remedial? Bilang ng above
mag-aaral na
nakaunawa sa aralin

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

E. Alin sa mga ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
istratehiyang ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
lesson lesson lesson
pagtuturo nakatulong
ng lubos? Paano ito
nakatulong?

F. Anong suliranin ang ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
aking naranasan na remediation remediation require remediation require remediation require remediation
solusyunan sa tulong
ng aking punungguro
at superbisor?

G. Anong kagamitang 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:
panturo ang aking ___Metacognitive Development: ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive
nadibuho na nais kong Examples: Self assessments, note taking and Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self
studying techniques, and vocabulary assessments, note taking and studying assessments, note taking and studying assessments, note taking and studying assessments, note taking and
ibahagi sa mga kapwa assignments. techniques, and vocabulary assignments. techniques, and vocabulary techniques, and vocabulary studying techniques, and vocabulary
ko guro? assignments. assignments. assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-
share, quick-writes, and anticipatory charts. pair-share, quick-writes, and anticipatory ___Bridging: Examples: ___Bridging: Examples: ___Bridging: Examples:
charts. Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and
anticipatory charts. anticipatory charts. anticipatory charts.

___Schema-Building: Examples:
Compare and contrast, jigsaw learning, peer ___Schema-Building:
teaching, and projects. Examples: Compare and contrast, jigsaw ___Schema-Building: ___Schema-Building: ___Schema-Building:
 learning, peer teaching, and projects. Examples: Compare and contrast, Examples: Compare and contrast, Examples: Compare and contrast,
jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and
___Contextualization:  projects. projects. projects.

Examples: Demonstrations, media, ___Contextualization: 

manipulatives, repetition, and
opportunities.
___Text Representation:  local opportunities.
Examples: Student
drawings, videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the language you
want students to use, and providing samples of
student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
local
Examples: Demonstrations, ___Contextualization:  ___Contextualization:  ___Contextualization: 
media, manipulatives, repetition, and local
opportunities. Examples: Demonstrations, Examples: Demonstrations, Examples:
media, manipulatives, repetition, and media, manipulatives, repetition, and Demonstrations, media,
local opportunities. manipulatives, repetition, and local
opportunities.
created ___Text Representation: 
___Text Representation: 
Examples: Student created ___Text Representation:  ___Text Representation: 
drawings, videos, and games. Examples: Student
Examples: Student created Examples: Student created created drawings, videos, and
___Modeling: Examples: drawings, videos, and games. drawings, videos, and games. games.
Speaking slowly and clearly, modeling the
language you want students to use, and ___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples:
providing samples of student work. Speaking slowly and clearly, modeling Speaking slowly and clearly, modeling Speaking slowly and clearly,
the language you want students to use, the language you want students to use, modeling the language you want
and providing samples of student work. and providing samples of student work. students to use, and providing
Other Techniques and Strategies used: samples of student work.
___ Explicit Teaching
___ Group collaboration Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies
___Gamification/Learning throuh play ___ Explicit Teaching ___ Explicit Teaching used:
___ Answering preliminary ___ Group collaboration ___ Group collaboration ___ Explicit Teaching
activities/exercises ___Gamification/Learning throuh play ___Gamification/Learning throuh play ___ Group collaboration
___ Carousel ___ Answering preliminary ___ Answering preliminary ___Gamification/Learning throuh
___ Diads activities/exercises activities/exercises play
___ Differentiated Instruction ___ Carousel ___ Carousel ___ Answering preliminary
___ Role Playing/Drama ___ Diads ___ Diads activities/exercises
___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction ___ Carousel
___ Lecture Method ___ Role Playing/Drama ___ Role Playing/Drama ___ Diads
Why? ___ Discovery Method ___ Discovery Method ___ Differentiated Instruction
___ Complete IMs ___ Lecture Method ___ Lecture Method ___ Role Playing/Drama
___ Availability of Materials Why? Why? ___ Discovery Method
___ Pupils’ eagerness to learn ___ Complete IMs ___ Complete IMs ___ Lecture Method
___ Group member’s ___ Availability of Materials ___ Availability of Materials Why?
collaboration/cooperation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Complete IMs
in doing their tasks ___ Group member’s ___ Group member’s ___ Availability of Materials
___ Audio Visual Presentation collaboration/cooperation collaboration/cooperation ___ Pupils’ eagerness to learn
of the lesson in doing their tasks in doing their tasks ___ Group member’s
___ Audio Visual Presentation ___ Audio Visual Presentation collaboration/cooperation
of the lesson of the lesson in doing their tasks
___AudioVisual Presentation
of the lesson

Noted:

LUCILA M. CARINGAL
 Head Teacher III

GRADES 1 to 12 Paaralan Gregorio SisonMem. Elementary School Baitang/Antas V

DAILY LESSON LOG Guro Ednalyn D. Macaraig Asignatura A.Panilipunan
(Pang-araw-araw na Markahan Ikaapat/Linggo 2
Tala sa Pagtuturo) Petsa/Oras January 22-26,2018

Lunes Martes Miyerkules Huwebes Biyernes

I. LAYUNIN

A. Pamantayang Naipamamalas ang mapanuring pag-unawa sa bahaging ginampanan ng kolonyalismong Espanyol at pandaigdigang koteksto ng reporma sa
Pangnilalaman pagusbong ng kamalayang pambansa at tungo sa
pagkabuo ng Pilipinas bilang isang nasyon

B. Pamantayan sa Nakapagpapahayag ng pagmamalaki sa pagpupunyagi ng mga makabayang Pilipino sa gitna ng kolonyalismong Espanyol at sa mahalagang
 Pagaganap papel na ginagampanan nito sa pagusbong
ng kamalayang pambansa tungo sa pagkabuo ng Pilipinas bilang isang nasyon
C. Mga Kasanayan sa Natatalakay ang mga pandaigdigang pangyayari bilang konteksto ng malayang Natatalakay ang mga pandaigdigang pangyayari
Pagkatuto (Isulat ang kaisipan itungo sa pag-usbong ng bilangvkonteksto ng malayang kaisipan tungo sa
code ng bawat pakikibaka ng bayan pag-usbong ng pakikibaka ng bayan
kasanayan) 2.1 Paglipas ng merkantilismo bilang ekonomikong batayan ng kolonyalismo 2 Paglitaw ng kaisipang “La
AP5PKB-IVd- 2/Pahina 54 ng 120 Ilustracion”

II. NILALAMAN Ang mga Pandaigdigang Pangyayari at Malayang Kaisipan Ang Kaisipang “La Ilustracion

KAGAMITANG
PANTURO
A. Sanggunian

1. Mga pahina sa
Gabay ng Guro

2. Mga pahina sa
Kagamitang Pang-
Mag-aaral

3. Mga pahina sa Makabayan Kasaysayang Makabayan Kasaysayang Makabayan Kasaysayang Makabayan Kasaysayang Pilipino p. 108-109
Teksbuk Pilipino p. Pilipino p. Pilipino p. Isang Bansa, Isang Lahi Evelina M. Viloria, Ed. D. et.
108-109 108-109 108-109 al.
Isang Bansa, Isang Lahi Isang Bansa, Isang Lahi Isang Bansa, Isang Lahi
Evelina M. Evelina M. Evelina M.
Viloria, Ed. D. et. al. Viloria, Ed. D. et. al. Viloria, Ed. D. et. al.

4. Karagdagang
Kagamitan mula sa
portal ng Learning
Resource

B. Iba pang Kagamitang Task card, larawan Task card, larawan Task card, larawan Task card, larawan
Panturo

III. PAMAMARAAN

A. Balik-aral sa Balitaan Pagsagot sa takdang Pagsagot sa takdang Pagsagot sa takdang

nakaraang aralin Aralin Aralin Aralin
at/o pagsisimula ng
bagong aralin

B. Paghahabi sa layunin .Panimula Panimula

ng aralin 1.Ipasuri at ipahambing sa 1.Ipalarawan ang nasa ibaba.
mga mag-aaral ang
 dalawang larawan.
Maaaring ilagay sa sa
Venn

Diagram ang kanilang mga 2. Itanong:

sagot Anu-ano ang nalalaman mo tungkol sa kanila?
Bakit kaya sila itinuturing na bayani?
3. Tanggapin lahat ng sagot ng mga mag-aaral.

C. Pag-uugnay ng mga 2.Iugnay ang mga sagot sa aralin. 4.Iugnay ang mga sagot sa aralin.
halimbawa sa bagong Nadama ng bayan ang pangangailangan ng
aralin Ang mga Pilipino noon ay wala pang konsepto ng nasyon o bansa. Bago pa dumating pagbabago. Sa pamumuno ng mga batambatang
ang mga Espanyol ang pamahalaang mayroon sa bansa ay mga nagsasariling Pilipinong kabilang sa mga ilustrado, binuo ang isang
barangay lamang. Walang iisang wika, tradisyon, relihiyon, o gawaing maaaring pangkat na nagtaguyod nito
magbuklod sa lahat ng mga Pilipino noon. May ilang pangyayari noong ika-19 na
siglo na nagbunsod sa pagsilang ng diwang makabansa.

D. Pagtatalakay ng . B.Paglinang B.Paglinang

bagong konsepto at 1.Ilahad ang aralin sa pagpapasagot sa mga tanong sa Alamin Mo, LM Pahina. 1.Ilahad ang aralin sa pagpapasagot sa mga tanong
paglalahad ng bagong 2.Pakinggan ang mga sagot ng mga mag-aaral. Tanggapin lahat ng sagot nila. sa Alamin Mo, LM.
kasanayan #1 3.Ipabasa ang tekstong tumatalakay sa mga pandaigdigang pangyayari . 1.Pakinggan ang mga sagot ng mga mag-aaral.
4. Ipasagot ang mga tanong tungkol sa binasang teksto sa LM. Tanggapin lahat ng sagot nila.
5.Ipagawa ang mga sumusunod. 2.Ipabasa ang tekstong tumatalakay sa
merkantilismo bilang ekonomikong batayan ng
kolonyalismo.
3.Ipasagot ang mga tanong tungkol sa binasang
teksto sa LM.
4.Ipagawa ang mga sumusunod.
E. Pagtatalakay ng Gawain A Gawain B (Think Pair Group Work Gawain A Gawain C
bagong konsepto at •Ipaliwanag ang Share) • Pangkatin ang Individual Work Group Work
paglalahad ng bagong pamamaraan sa paggawa • Ipaliwanag ang mag-aaral sa apat. Bigyan • Ipaliwanag ang •Pangkatin ang
kasanayan #2 ng Gawain A sa LM. pamamaraan sa paggawa ng taskcard ang bawat pamamaraan sa paggawa mag-aaral sa apat.
• Ipasulat ang ng Gawain A sa LM. mag-aaral. Sabihin na ng Gawain A sa LM. Bigyan ng taskcard ang
kanilang mga sagot sa • Ipasulat ang kanilang dapat nilang sundin ang • Ipasulat ang bawat mag-aaral.
notbuk. mga sagot sa notbuk. mga sumusunod na kanilang mga sagot sa Sabihin na dapat nilang
pamamaraang nakasulat notbuk sundin ang mga
sa taskard. Pagkatapos, sumusunod na
ibabalik ng mga lider ang pamamaraang nakasulat
taskcard sa guro, babalik sa taskard. Pagkatapos,
sa upuan, mananatiling ibabalik ng mga lider
 tahimik at hihintaying ang taskcard sa guro,
matapos ang ibang babalik sa upuan,
pangkat. Maaaring mananatiling tahimik at
gumamit ng sariling rubric hihintaying matapos ang
upang maging gabay sa ibang pangkat. Maaaring
pagmamarka sa gawain gumamit ng sariling
ng bawat pangkat. rubric upang maging
gabay sa pagmamarka
sa gawain ng bawat
pangkat
F. Paglinang sa Gawain B
Kabihasan Think Pair Share
(Tungo sa Formative •Ipaliwanag ang
Assessment) pamamaraan sa
paggawa ng Gawain B
sa LM pahina ____.
•Ipasulat ang kanilang
sagot sa meta cards.
•Gawing gabay sa
pagmamarka ng
Facebook Profile ang
sumusunod na rubric.
G. Paglalapat ng aralin sa
pang-araw-araw na
buhay

H. Paglalahat ng Arallin 6.Bigyang-diin ang kaisipan sa Tandaan Mo sa LM at talakayin ang sagot. Bigyang-diin ang kaisipan sa Tandaan Mo sa LM at
talakayin ang sagot.
I. Pagtataya ng Aralin Pagtataya Pagtataya
Pasagutan ang bahaging Natutuhan Ko sa LM. Pasagutan ang bahaging Natutuhan Ko sa LM.

J. Karagdagang gawain Takdang Gawain

para sa takdang-aralin Sagutin ang mga sumusunod na katanungan.
at remediation Ano ang merkantilismo? May kinalaman ba ito sa kolonisasyon?

IV. Mga Tala

V. Pagninilay

A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba
pang gawain para sa
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
___Lesson carried. Move on to the next ___Lesson carried. Move on to the
objective. next objective.
___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery
___Pupils did not find difficulties in ___Pupils did not find difficulties in
answering their lesson. answering their lesson.
___Pupils found difficulties in answering ___Pupils found difficulties in
 remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa
remediation
E. Alin sa mga istratehiyang
pagtuturo nakatulong ng
lubos? Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro
at superbisor?
G. Anong kagamitang panturo
ang aking nadibuho na nais
kong ibahagi sa mga kapwa
ko guro?
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and anticipatory
charts.
___Schema-Building:
Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:  ___Contextualization:  ___Contextualization:  ___Contextualization:
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples:
Think-pair-share, quick-writes, and
anticipatory charts.
___Schema-Building:
Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects.
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples:
Think-pair-share, quick-writes, and
anticipatory charts.
___Schema-Building:
Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects.
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples:
Think-pair-share, quick-writes, and
anticipatory charts.
___Schema-Building:
Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects.
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and studying
techniques, and vocabulary
assignments.
___Bridging: Examples:
Think-pair-share, quick-writes, and
anticipatory charts.
___Schema-Building:
Examples: Compare and contrast,
jigsaw learning, peer teaching, and
projects.
 Examples: Demonstrations,
media, manipulatives, repetition, and
local opportunities.
Examples: Demonstrations,
media, manipulatives, repetition, and
local opportunities.
Examples: Demonstrations,
media, manipulatives, repetition, and
local opportunities.
Examples: Demonstrations, ___Contextualization: 
media, manipulatives, repetition, and
local opportunities. Examples: Demonstrations,
media, manipulatives, repetition, and
local opportunities.

___Text Representation:  ___Text Representation:  ___Text Representation:  ___Text Representation:  ___Text Representation: 

Examples: Student created Examples: Student created Examples: Student created Examples: Student created Examples: Student created
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. drawings, videos, and games.

___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples:

Speaking slowly and clearly, modeling the Speaking slowly and clearly, modeling Speaking slowly and clearly, modeling Speaking slowly and clearly, modeling Speaking slowly and clearly, modeling
language you want students to use, and the language you want students to use, the language you want students to use, the language you want students to use, the language you want students to
providing samples of student work. and providing samples of student work. and providing samples of student work. and providing samples of student work. use, and providing samples of student
work.

Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching used:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Explicit Teaching
___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play ___ Group collaboration
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___Gamification/Learning throuh play
activities/exercises activities/exercises activities/exercises activities/exercises ___ Answering preliminary
___ Carousel ___ Carousel ___ Carousel ___ Carousel activities/exercises
___ Diads ___ Diads ___ Diads ___ Diads ___ Carousel
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Diads
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Discovery Method
Why? Why? Why? Why? ___ Lecture Method
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs Why?
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Complete IMs
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s ___ Pupils’ eagerness to learn
collaboration/cooperation collaboration/cooperation collaboration/cooperation collaboration/cooperation ___ Group member’s
in doing their tasks in doing their tasks in doing their tasks in doing their tasks collaboration/cooperation
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation in doing their tasks
of the lesson of the lesson of the lesson of the lesson ___AudioVisual Presentation
of the lesson

Noted:

LUCILA M. CARINGAL
Head Teacher III
 GRADES 1 to 12 PaaralanGregorio SisonMem. Elementary School Baitang/Antas V
DAILY LESSON LOG Guro Ednalyn D. Macaraig Asignatura ESP
(Pang-araw-araw na Markahan Ikaapat/Linggo 2
Tala sa Pagtuturo) Petsa/Oras January 22-26,2018

Lunes Martes Miyerkules Huwebes Biyernes

I. LAYUNIN Pakikiisa sa Pagdarasal para sa Kabutihan ng lahat
(EsP5PD - IVa-d - 14)
A. Pamantayang Naipamamalas ang pag-unawa sa kahalagahan ng pananalig sa Diyos na nagbigay ng buhay
Pangnilalaman

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

Pagaganap Hal.
- palagiang paggawa ng mabuti sa lahat

C. Mga Kasanayan sa Pakikiisa sa Pagdarasal para sa Kabutihan ng lahat

Pagkatuto (Isulat ang (EsP5PD - IVa-d - 14)
code ng bawat
kasanayan)

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 Wastong Pag-uugali sa Makabagong Panahon, pah. 103

Teksbuk

4. Karagdagang
Kagamitan mula sa
portal ng Learning
Resource

B. Iba pang Kagamitang Kuwaderno, bond paper, papel na sagutan

Panturo

III. PAMAMARAAN

A. Balik-aral sa Bilang mag-aaral, Isagawa Natin (Day 2) Balikan ang Balikan ang nakaraang Balikan ang nakaraang
nakaraang aralin aralin
makakatulong din tayo at 1. Sa pagsisimula nakaraang aralin aralin
at/o pagsisimula ng
bagong aralin ang ating paaralan sa ng bahaging Isagawa
mga taong Natin sa kagamitan ng
nangangailangan. Bukod mag-aaral, maaaring
sa pagkain, salapi, at sabihin ito: “Balikan
damit na ibinibigay, nating muli ang tinalakay
mabuti rin na turuan natin kahapon. Anong mga
sila ng mga gawaing pagpapahalaga ang
mapagkakakitaan upang inyong natutuhan?
makapagsarili sa mga
darating na araw
B. Paghahabi sa layunin
ng aralin

C. Pag-uugnay ng mga Simulan ang sesyon sa

halimbawa sa bagong
 aralin pamamagitan ng pag-
uugnay ng pinakabuod ng
nakaraang aralin sa
paksang tatalakayin.
Maaaring sabihin ito:
D. Pagtatalakay ng Ang buhay natin ang Ipagawa sa mga mag-
bagong konsepto at
pinakamahalagang regalo aaral ang Gawain 1 at 2
paglalahad ng bagong
kasanayan #1 ng ating Panginoon sa sa isang araw kaya
atin. Dahil ang buhay ay tiyaking masunod ang
isang napakahalagang ibang itatakdang minute
biyaya sa atin na sa bawat Gawain (limang
kailangan natin itong minute para sa Gawain 1,
ingatan at pahalagahan at 25 minuto para sa
upang magkaroon ng Gawain 2) Kung hindi
kabuluhan ang ating possible maaaring hatiin
buhay sa mundong sa dalawang sesyon
nakapaligid sa atin. An
gating kapwa na dapat
nating isaalang-alang ang
kapakanan at sa
kinabibilangang
pamayanan.
E. Pagtatalakay ng Ipagpatuloy. Maaaring ito Gabay para sa Gawain 2:
bagong konsepto at
ang sasabihin: Ang mga a. Pangkatin ang klase sa
paglalahad ng bagong
kasanayan #2 tao ngayon ay may iba’t- ganitong mga pangalan:
ibang pananampalataya. Pangkat Hesukristo- mga
Iba-iba ang paniniwala Romano Katoliko
ngunit iisa lamang ang Pangkat Buddha- mga
katuruan ng lahat ng ito “ Buddhist
Ang Mahalin ang kapwa”. Pangkat Allah- mga
Maaaring bigkasin ang Muslim
 panimula ng Aralin 30.2 Pangkat Kristo- Born
sa kagamitan ng Mag- Again
aaral. Linawin ang Panuto:
Bawat pangkat ay
magpapakita ng palabas
kung paano namamayani
ang paggalang at
pagpapahalaga sa bawat
isa magkaiba man ang
kinabibilangang relihiyon
Magsagawa ng
pagpaplano sa loob ng
limang minute at ipakita
ito sa loob ng tatlong
minuto.
3. Linawin sa mag-aaral
ang pamantayan
4. Bigyan sila ng Smiley
Board na inihanda ng
guro bago ang gawain.
F. Paglinang sa Ipalabas ang kagamitan . Isapuso Natin (Day
Kabihasan
ng mag-aaral. Ipauwi sa 3)
(Tungo sa Formative
Assessment) kanila ang larawan at 1.Ipagawa ang nasa
gabayan sila sa pagsagot Isapuso
sa dalawang katanungan Natin( Gugupit ang
mga mag- aaral ng
hugis puso dahil dito
nila isusulat ang mga
taong nakasalamuha
nila na kanilang
iginagalang at
 pinahahalagahan na
iba ang
pananampalataya at
kung ano ang ginawa
nila upang ipakita
ang paggalang at
pagpapahalaga sa
mga taong sinulat
nila). Gabayan ang
mga mag-aaral sa
gagawin
G. Paglalapat ng aralin sa . Isabuhay Natin (Day 4)
pang-araw-araw na
1. Isagawa ang
buhay
Isabuhay Natin na nasa
kagamitan ng Mag-aaral.
Linawin ang panuto.
2. Magpasulat ng
isang panalangin ng
pasasalamat sa buhay na
kaloob ng diyos.
H. Paglalahat ng Arallin . Basahin at bigyang
diin ang Tandaan
Natin. Ipabasa ito sa
mga mag-aaral nang
may pang-unawa.
Ipaliwanag nang
mahusay ang
mensahe nito upang
lubos na maisapuso
ito ng mga mag-
aaral.
I. Pagtataya ng Aralin Subukin Natin (Day 5)

J. Karagdagang gawain
para sa takdang-aralin
at remediation
IV. Mga Tala
V. Pagninilay
A. Bilang ng mag-aaral ___Lesson carried. Move on to the next
na nakakuha ng objective.
___Lesson not carried.
80% sa pagtataya _____% of the pupils got 80% mastery
B. Bilang ng mag-aaral na ___Pupils did not find difficulties in
nangangailangan ng answering their lesson.
___Pupils found difficulties in answering
iba pang gawain para their lesson.
sa remediation ___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
Para sa aralin bukas,
magpadala ng bond
paper at gunting
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources used
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
1. Ipagawa ang
Subukin Natin na nasa
Kagamitan ng Mag-aaral.
2. Maaaring sumulat
ng isang tula ang mga mag-
aaral sa halip na sanaysay.
3. Maaaring tapusin
ang sesyon sa
pamamagitan ng pagsasabi
nito “Binabati Kita
Natapos nang muli ang
isang aralin. Naniniwala
akong ang pagpapahalaga
sa buhay at pakikiisa sa
pananampalataya ng iyong
kapwa ay para sa kabutihan
ng lahat at kinalulugdan ng
Diyos.Inaasahan kong
ipagpapatuloy mo ito sa
lahat ng oras at
pagkakataon. Handa ka na
ba sa susunod na aralin?
Ipagpatuloy mo ang
hangaring matuto.
Pagpalain ka ng Diyos.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
 work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
by the teacher. ___Some pupils did not finish their work on ___Some pupils did not finish their work on
___Majority of the pupils time due to unnecessary behavior. time due to unnecessary behavior.
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.

C. Nakatulong ba ang ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above
remedial? Bilang ng above
mag-aaral na
nakaunawa sa aralin

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

E. Alin sa mga ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
istratehiyang ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
lesson lesson the lesson
pagtuturo nakatulong
ng lubos? Paano ito
nakatulong?

F. Anong suliranin ang ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require
aking naranasan na require remediation require remediation require remediation remediation remediation
solusyunan sa tulong
ng aking punungguro
at superbisor?

G. Anong kagamitang 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:
panturo ang aking ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive
nadibuho na nais kong Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self assessments, Development: Examples: Self assessments,
assessments, note taking and studying assessments, note taking and studying assessments, note taking and note taking and studying techniques, and note taking and studying techniques, and
ibahagi sa mga kapwa
techniques, and vocabulary techniques, and vocabulary studying techniques, and vocabulary assignments. vocabulary assignments.
ko guro? assignments. assignments. vocabulary assignments.
___Bridging: Examples: Think- ___Bridging: Examples: Think-
___Bridging: Examples: ___Bridging: Examples: ___Bridging: pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory
Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and Examples: Think-pair-share, charts. charts.
anticipatory charts. anticipatory charts. quick-writes, and anticipatory
charts.

___Schema-Building: Examples: ___Schema-Building: Examples:

___Schema-Building: ___Schema-Building: Compare and contrast, jigsaw learning, peer Compare and contrast, jigsaw learning, peer
Examples: Compare and contrast, jigsaw Examples: Compare and contrast, jigsaw ___Schema-Building: teaching, and projects. teaching, and projects.
learning, peer teaching, and projects. learning, peer teaching, and projects. Examples: Compare and
contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:  ___Contextualization: 
___Contextualization:  ___Contextualization: 
Examples: Demonstrations, Examples: Demonstrations,
 Examples: Demonstrations,
media, manipulatives, repetition, and
local opportunities.
___Text Representation:  ___Text Representation:  local opportunities.
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly, modeling
the language you want students to use,
and providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Noted:
Examples: Demonstrations,
media, manipulatives, repetition, and
local opportunities.
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly, modeling
the language you want students to use,
and providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___Contextualization
:  opportunities.
Examples:
Demonstrations, media,
manipulatives, repetition, and
___Text
Representation:  Speaking slowly and clearly, modeling the
Examples: Student
created drawings, videos, and
games.
___Modeling: Exampl
es: Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
media, manipulatives, repetition, and local media, manipulatives, repetition, and local
opportunities.
___Text Representation: 
___Text Representation:  Examples: Student created
drawings, videos, and games.
Examples: Student created
drawings, videos, and games. ___Modeling: Examples:
Speaking slowly and clearly, modeling the
___Modeling: Examples: language you want students to use, and
providing samples of student work.
language you want students to use, and
providing samples of student work. Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
Other Techniques and Strategies used: ___Gamification/Learning throuh play
___ Explicit Teaching ___ Answering preliminary
___ Group collaboration activities/exercises
___Gamification/Learning throuh play ___ Carousel
___ Answering preliminary ___ Diads
activities/exercises ___ Differentiated Instruction
___ Carousel ___ Role Playing/Drama
___ Diads ___ Discovery Method
___ Differentiated Instruction ___ Lecture Method
___ Role Playing/Drama Why?
___ Discovery Method ___ Complete IMs
___ Lecture Method ___ Availability of Materials
Why? ___ Pupils’ eagerness to learn
___ Complete IMs ___ Group member’s
___ Availability of Materials collaboration/cooperation
___ Pupils’ eagerness to learn in doing their tasks
___ Group member’s ___AudioVisual Presentation
collaboration/cooperation of the lesson
in doing their tasks
___ Audio Visual Presentation
of the lesson
 LUCILA M. CARINGAL
Head Teacher III

GRADES 1 to 12 PaaralanGregorio SisonMem. Elementary School Baitang/Antas V

DAILY LESSON LOG Guro Ednalyn D. Macaraig Asignatura EPP (ICT)
(Pang-araw-araw na Markahan Ikaapat/Linggo 2
Tala sa Pagtuturo) Petsa/Oras January 22-26,2018

Lunes Martes Miyerkules Huwebes Biyernes

I. LAYUNIN

A. Pamantayang Naipamamalas ang kaalaman at Lingguhang

Pangnilalaman kasanayan upang maging Pagsusulit
matagumpay na entrepreneur

B. Pamantayan sa mapahusay ang isang

Pagaganap produkto upang maging iba
sa iba
C. Mga Kasanayan sa •Natutukoy ang mga •Nasasabi at natutukoy 1.Naiisa-isa ang 1.Nabibigyang kahulugan ang
Pagkatuto (Isulat ang negosyong maaaring ang salitang may pamamaraan sa pagbebenta ICT at ang kahalagahan nito
code ng bawat pagkakitaan sa tahanan personal touch ng natatanging paninda. 2.Naipaliliwanag ang mga
kasanayan) at pamayanan. •Natutukoy ang mga 2.Nakapagbebenta ng panuntunan sa pamamahagi
•Naibabahagi ang sariling negosyong maaaring natatanging paninda ng mga dokumento at media
karanasan sa pagbili pagkakitaan sa tahanan 3.Napahahalagahan ang file
EPP5IE-0b-4/ Page 16 of at pamayanan. perang kinita. EPP5IE-0b-6/ Page 16 of 41
41 •Naibabahagi ang sariling EPP5IE-0b-5/ Page 16 of 41
karanasan sa pagbili
EPP5IE-0b-4/ Page 16 of
41
II. NILALAMAN Mga negosyong maaring MGA NEGOSYO NA Ang Entrepreneur mga Kahulugan at kahalagahan ng
pagkakitaan sa tahanan MAARING PAGKAKITAAN pamamaraan sa ICT
at pamayanan SA TAHANAN AT SA matagumpay na Panuntunan sa pamamahagi
PAMAYANAN entrepreneur. ng mga dokumento at media
(Pagbebenta ng natatanging file
Paninda)
KAGAMITANG
PANTURO
 A. Sanggunian

1. Mga pahina sa
Gabay ng Guro

2. Mga pahina sa
Kagamitang Pang-
Mag-aaral

3. Mga pahina sa
Teksbuk

4. Karagdagang
Kagamitan mula sa
portal ng Learning
Resource

B. Iba pang Kagamitang larawan ng mga negosyong maaring pagkakitaan , mga natatanging paninda computer,manila paper,strip
Panturo
larawan ng isang tingiang tindahan ng kartolina
III. PAMAMARAAN

A. Balik-aral sa •Napansin mo ba na ang

nakaraang aralin bawat negosyo ay laging
at/o pagsisimula ng gumagamit ng mga
bagong aralin salitang may personal
touch?
•Anu-ano ang naranasan
mong mga pangyayaring
may personal touch
kapag ikaw ay bumibili sa
isang restawran?

B. Paghahabi sa layunin A.PAGGANYAK A.PAGGANYAK A.PAGGANYAK

ng aralin 1.Awitin at isakilos sa Magpakita ng larawan o 1.Ipasagot sa mga bata ang
tono ng Leron Leron Sinta video clip na naglalarawan gabay na tanong sa Alamin
ang awiting ng mga natatanging paninda natin
TINDAHAN NI INAY Hal. Puto, suman,
Tindahan ni Inay bibingka,puto bumbong, at 2.Itala ang mga sagot ng mga
Sa aming pamayanan abnoy mag-aaral sa pisara
May tingiang tindahan, Itanong: Anu-no ang mga 3.Iugnay ito sa paksang
Sariwa ang karne,hipon, paninda o pagkain na nakita tatalakayin
pusit, isda sa larawan o video clip?
mga prutas at gulay Saan mabibili ang mga
pawang makukulay panindang ito?Kailan ito
mayroon ding pansahog kinakain?Ano ang tawag
 na mga pampalusog. natin sa mga panindang
inilarawan?
C. Pag-uugnay ng mga 2.Itanong sa mgamag- ALAMIN NATIN B.PAGLALAHAD B.PAGLALAHAD
halimbawa sa bagong aaral kung anu-ano ang May dlawang paraan para Pangkatin ang mga mag-
aralin nabanggit na paninda ni magaroon ng sariling aaral sa tatlo Pangkatin ang mga mag-
inay?Bakit ito ang negosyo: Mag provide ang guro ng
itinitinda ni inay?Paano 1.pag prodyus ng isang maliit na lamesa na lagayan aaral sa tatlo. Pumili ng taga
itinitinda?Marami kaya produkto galing sa ng maliliit n bilao
ang bumibili?Ano ang pinagkukunang –yaman, ng ilan sa natatanging pag-ulat at ipasagawa ang
tawag sa tindahang ito? 2. pagkakaloob ng paninda.( puto, bibingka,
Magpakita ng larawan ng serbisyo kapalit ng suman ,kalamay) sa tabi sumusunod
mga negosyong maaaring kabayaran nito ay ang bawat halaga ng
pagkakitaan sa mga paninda.Bigyan ng ilang
pamayanan o tahanan. minuto ang bawat grupo na
ikutin at pag aralan ang mga
natatanging paninda.
Bumalik sa kanya kanyang
pwesto at pag- usapan ang
naobserbahan ng grupo.
Sagutin ang mga
tanong gamit ang manila
paper at pentel pen.Iulat sa
klase ng lider ng bawat
grupo.
D. Pagtatalakay ng Hatiin ang mga mag-aaral Basahin at pag-aralan ang C.PAGPAPALALIM NG Unang grupo:
bagong konsepto at sa tatlong pangkat. usapan KAALAMAN Gawain A:Tseklis ng mga
paglalahad ng bagong Gawain A-Tanungin ang Pangkatang Gawain panuntunan sa pamamahagi
kasanayan #1 mga mag-aaral kung sino • Ang bawat grupo ay ng dokumento at media file.
ang may tindahan sa mag hahanda ng isang Piliin ang mga panuntunan
kanila, anu-ano ang skit/dula-dulaan na sa wastong pamamahagi ng
Tanong:
inyong paninda? magpapakita kung paano o dokumento at media file na
Ano ang napansin sa
naranasan na ba nila na anong pamamaraan ang nakasulat sa mga strip ng
usapan? Anong kaugalian
bumili sa tindahan sa gagamitin sa pagbebenta ng kartolina. Idikit sa manila
ang ipinakikita ng
kanilang pamayanan? natatanging paninda. paper at ipaskil sa pisara.
nagsasalita?
Anu-ano ang inyong Gamiting gabay ang mga Ipaliwanag sa klase ng
Ang mga salitang ito ay
nabili?Paano kayo pamamaraan sa pagbebenta napiling tagapag-ulat sa
ang mga nararapat na
pnagsilbihan bilang ng paninda. grupo.
sagot ng isang batang
mamimili o kliyente?
magalang,matulungin,tot
Gawain B-Tukuyin kung Ikalawang grupo:
oo,marunong
alin sa mga negosyo na Gawain B: Artista ka na!
magpasalamat,magbigay
nasa larawan ang ( LM )
halaga sa nagawang
maaaring pagkakitaan sa Maghanda ng SKIT o
serbisyo.
pamayanan at sa maikling dula na
Sa simpleng usapan,
tahanan?Anu-ano ang magpapaliwanag sa mga
napansin mo ba na ang
mga serbisyong wastong panuntunan sa
bawat negosyo ay laging
iniaalok/itinitinda? pamamahagi ng dokumento
 Gawain C-Kapanayamin
ang miyembro ng grupo
kung anu-ano ang mga
negosyong
mapagkakakitaan sa
knilang pamayanan o sa
sariling tahanan.
Ipaulat kung anu-ano ang
mga panindang mayroon
dito.Ano sa palagay ninyo
ang mga mahahalagang
Gawain sa pamamahala
ng isang tindahan ang
marapat tandaan at
isabuhay. Isulat sa manila
paper ang bawat
kasagutan at iulat ng lider
sa klase.
E. Pagtatalakay ng C.PAGPAPAILALIM NG
bagong konsepto at KAALAMAN
paglalahad ng bagong Mahahalagang Gawain Sa
kasanayan #2 Pamamahala Ng Tindahan
Sa pag-unlad ng
tindahan, ang sumusunod
ay kailangang malaman
at isabuhay:
1.Maayos at malinis na
pananamit
2.Pamimili ng mga ititinda
3.Pagsasaayos ng
paninda
F. Paglinang sa DPAGSASANIB
Kabihasan •May maidadagdag pa ba
gumagamit ng mga at media file
salitang may personal
touch?Dahil ang mamimili
ay kailangang masayahan
sa produkto o serbisyo.
LINANGIN NATIN Ikatlong grupo:
Magmasid at alamin ang Gawain C:Talakayan
iba’t ibang sitwasyon: Magkaroon ng maikling
Gawain A.Bumuo ng talakayan ang mga mag-aaral
tatlong pangkat sa
Unang Pangkat-I sulat sa mga sumusunod na
manila paper ang tanong:
naranasan sa isang • Anu-anong
tindahan/fastfood na panuntunan sa pamamahagi
restaurant ng dokumento at media file
Ikalawang Pangkat- ang ipinaliwanag sa maikling
Isadula kung paano dula-dulaan?Bakit ito ang
maipakiita ang pagsisilbi napili ninyo?
sa mga mamimili o • Bakit kailangang
kliyente sa isang maliwanagan ang mga
tindahan/fastfood wastong panuntunan sa
restaurant pamamahagi ng
Pangatlong Pangkat-Isulat dokumentoat media file?
sa manila paper ang
magagandang katangian
ng isang negosyo at mga
salita na nagging
trademark o identity
Ipahayag sa klase.
Talaayin ang tungkol sa
isinadula isinadula.
Gawain B-Tukuyin kung D.PAGSASANIB
alin sa mga negosyo na • Ano ang inyong
 (Tungo sa Formative kayong Gawain sa
Assessment) pamamahala ng
tindahan?Magbigay ng
lima at ilagay ito sa scroll-
up graphic organizer
G. Paglalapat ng aralin sa
pang-araw-araw na
buhay
H. Paglalahat ng Arallin E.PAGLALAHAT
• Pangkatin ang
klase sa tatlo. Pumili ng
isang negosyong
pagakakitaan sa
pamayanan at sa
tahanan.Isadula kung
paano maipakiita ang
pamamahala nito.
• Sumulat ng tatlo
hanggang limang
pangungusap tungkol
dito.Ipahayag sa klase
ang mga pangungusap na
nabuo.
nasa larawan ang natutunan sa dula-dulaang
maaaring pagkakitaan sa ipinakita?Marami bang bumili
pamayanan at sa sa inyong paninda?Anu-
tahanan?Anu-ano ang anong pamamaraan ang
mga serbisyong inyong ginamit upang
iniaalok/itinitinda? mhikayat ang mamimili na
bumili sa inyong paninda?
Ano sa palagay ninyo ang
mainam gawin sa halagang
inyong kinita sa pagbebenta?
Gawain C-Kapanayamin
ang miyembro ng grupo
kung anu-ano ang mga
negosyong
mapagkakakitaan sa
kanilang pamayanan o sa
sariling tahanan.
Ipaulat kung anu-ano ang
mga panindang mayroon
dito.Ano sa palagay ninyo
ang mga mahahalagang
Gawain sa pamamahala
ng isang tindahan ang
marapat tandaan at
isabuhay. Isulat sa manila
paper ang bawat
kasagutan ng katulad ng
nasa ibaba at iulat ng
lider sa klase.
TANDAAN NATIN: E.PAGLALAHAT C.PAGLALAHAT
Ang pangunahing • Isa-isahin ang • Ano-ano ang wastong
Gawain ng negosyong pamamaraan sa pagbebenta panuntunan sa pamamahagi
nagbibigay serbisyong ng natatanging paninda. ng dokumento at media file?
maypersonal touch ay (Umisip ng nakaaaliw na • Magbigay ng isa sa
ang pagbibigay ng pamamaraan sa pag sagot mga panuntunan at
komportable at kasiya sa klase) ipaliwanag ito sa ibat ibang
siyang paglilingkod. • Sumulat ng maikling pamamaraan ( paawit,
Mga halimbawa sanaysay na may pamagat patula, tumatawa, umiiyak,
ngnegosyong maaaring na PAgbebenta NG nag rarap at iba pa)
pagkakitaan sa NATATANGING PANINDA.
pamayanan at tahanan:
pagkain,pagawaan ng
sirang gamit,
parlor/barber shop,
tingiang tindahan,
laundry shop, at iba pa.
I. Pagtataya ng Aralin PAGTATAYA: GAWIN NATIN: V.PAGTATAYA: V.PAGTATAYA:
Ipasagot A,Isulat ang T ung tama 1.Ipasagot sa mag aaral ang
sa mga mag-aaral ang at M ung mali ang Lagyan ng tsek ang thumbs Gawain sa pagtatasa sa LM.
gawin natin A at B na isinasaad sa up icon kung sumasang-ayon
makikita sa LM pahina__. pangungusap. at thumbs down icon kung
1.Ang pagawaan ng hindi sa ipinahahayaag ng
sirang gamit ay bawat sitwasyon.
negosyong maaring
pagkakitaan sa
pamayanan o sa tahanan.
2.Lahat ng mamimili ay
dapat komportable at
nasisiyahan sa serbisyo.
3.Maari ring pagkakitaan
sa tahanan ang isang
negosyong patahian.
4.Ang isang negosyo ay
dapat may personal
touch.
5. Matulungin,matapat at
mabilis sa serbisyo ang
inaasahan sa mga
empleyadong nasa
negosyong panserbisyo.
B.Paghambingin ang
hanay A at B.Pagtapatin
ang magkatugma .Isulat
ang titik ng tamang
sagot.
J. Karagdagang gawain . Magmasid sa inyong pamayanan at itala ang mga •Magmasid sa inyong •Magsulat ng isang maikling
para sa takdang-aralin tindahan o negosyong pagkakakitaan na makikita dito pamilihan. Kapanayamin ang sanaysay tungkol sa
at remediation at ang uri ng mga paninda. isang entrepreneur kung kahalagahan na maliwanagan
2. Pumili ng isa sa naitalang tindahan at apanayamin paano niya isinasagawa ang ang mga panuntunan sa
ang namamahala. Itanong at iulat sa klase: pagbebenta ng kanyang mga pamamahagi ng dokumento
a. Sino ang may ari ng tindahan? natatanging paninda. at media file.
b. Ano ang pangunahing paninda?Bakit ito ang iyong
napiling paninda?
c. Paano ipinagbibili ang paninda?
d. Ano ang nagagawa ng tindahan sa kanilang
pamilya?
.
IV. Mga Tala

V. Pagninilay
 A. Bilang ng mag-aaral ___Lesson carried. Move on to the next
na nakakuha ng objective.
___Lesson not carried.
80% sa pagtataya _____% of the pupils got 80% mastery
B. Bilang ng mag-aaral na ___Pupils did not find difficulties in
nangangailangan ng answering their lesson.
___Pupils found difficulties in answering
iba pang gawain para their lesson.
sa remediation ___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.

C. Nakatulong ba ang ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above
remedial? Bilang ng above
mag-aaral na
nakaunawa sa aralin

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

E. Alin sa mga ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
istratehiyang ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
lesson lesson the lesson
pagtuturo nakatulong
ng lubos? Paano ito
nakatulong?

F. Anong suliranin ang ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require
aking naranasan na require remediation require remediation require remediation remediation remediation
solusyunan sa tulong
ng aking punungguro
at superbisor?

G. Anong kagamitang 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:
panturo ang aking ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive
nadibuho na nais kong Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self assessments, Development: Examples: Self assessments,
ibahagi sa mga kapwa assessments, note taking and studying assessments, note taking and studying assessments, note taking and note taking and studying techniques, and note taking and studying techniques, and
techniques, and vocabulary techniques, and vocabulary studying techniques, and vocabulary assignments. vocabulary assignments.
ko guro? assignments. assignments. vocabulary assignments.
___Bridging: Examples: Think- ___Bridging: Examples: Think-
___Bridging: Examples: ___Bridging: Examples: ___Bridging: pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory
Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and Examples: Think-pair-share, charts. charts.
anticipatory charts. anticipatory charts. quick-writes, and anticipatory
charts.

___Schema-Building: Examples: ___Schema-Building: Examples:

___Schema-Building:
Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:  ___Contextualization:
Examples: Demonstrations,
media, manipulatives, repetition, and
local opportunities.
___Text Representation:  ___Text Representation:  local opportunities.
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly, modeling
the language you want students to use,
and providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
___Schema-Building:
Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects.
Examples: Demonstrations,
media, manipulatives, repetition, and
local opportunities.
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly, modeling
the language you want students to use,
and providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Compare and contrast, jigsaw learning, peer Compare and contrast, jigsaw learning, peer
___Schema-Building: teaching, and projects. teaching, and projects.
Examples: Compare and
contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:  ___Contextualization: 
Examples: Demonstrations, Examples: Demonstrations,
___Contextualization media, manipulatives, repetition, and local media, manipulatives, repetition, and local
:  opportunities. opportunities.
Examples: ___Text Representation: 
Demonstrations, media,
manipulatives, repetition, and ___Text Representation:  Examples: Student created
drawings, videos, and games.
Examples: Student created
drawings, videos, and games. ___Modeling: Examples:
Speaking slowly and clearly, modeling the
___Text ___Modeling: Examples: language you want students to use, and
Representation:  Speaking slowly and clearly, modeling the providing samples of student work.
language you want students to use, and
Examples: Student providing samples of student work. Other Techniques and Strategies used:
created drawings, videos, and ___ Explicit Teaching
games. ___ Group collaboration
Other Techniques and Strategies used: ___Gamification/Learning throuh play
___Modeling: Exampl ___ Explicit Teaching ___ Answering preliminary
es: Speaking slowly and clearly, ___ Group collaboration activities/exercises
modeling the language you want ___Gamification/Learning throuh play ___ Carousel
students to use, and providing ___ Answering preliminary ___ Diads
samples of student work. activities/exercises ___ Differentiated Instruction
___ Carousel ___ Role Playing/Drama
___ Diads ___ Discovery Method
Other Techniques and ___ Differentiated Instruction ___ Lecture Method
Strategies used: ___ Role Playing/Drama Why?
___ Explicit Teaching ___ Discovery Method ___ Complete IMs
___ Group collaboration ___ Lecture Method ___ Availability of Materials
___Gamification/Learning Why? ___ Pupils’ eagerness to learn
throuh play ___ Complete IMs ___ Group member’s
___ Answering preliminary ___ Availability of Materials collaboration/cooperation
activities/exercises ___ Pupils’ eagerness to learn in doing their tasks
___ Carousel ___ Group member’s ___AudioVisual Presentation
___ Diads collaboration/cooperation of the lesson
 collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson
collaboration/cooperation
in doing their tasks
of the lesson
___ Differentiated Instruction in doing their tasks
___ Role Playing/Drama ___ Audio Visual Presentation
___ Discovery Method of the lesson
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson

Noted:

LUCILA M. CARINGAL
Head Teacher III

Gregorio .Sison Mem. Elem. School Grade Five

GRADES 1 to 12 School Level
DAILY LESSON LOG Ednalyn D. Macaraig Learning Filipino
 Teacher Area
Teaching Date and January 22-26, 2018 Fourth/ Week 2
Time Quarter

Monday Tuesday Wednesday Thursday Friday

I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
II.NILALAMAN
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang
pang-mag-aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa
portal ng Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin
at/o pagsisimula ng bagong aralin
Naipamamalas ang kakayahan sa
mapanuring pakikinig at pag-
unawa sa napakinggan
Nakabubuo ng nakalarawang
balangkas batay sa napakinggan
Nasasagot ang mga literal na tanong
tungkol sa napakinggang kwento
F5PN-IVb-3.1
Pagsagot ng mga literal na
tanong tungkol sa napakinggang
kwento
CG ,pahina 91
Pagdiriwang ng Wikang Filipino 5
(Pagbasa) pahina 118-119
Pagdiriwang ng Wikang Filipino 5 TM
ph. 139-144
DLP, Powerpoint, strips ng kartolina,
kwento, graphic organizer
Ipabasa ang mga salitang nakasulat
sa metacards
tuso
Kapagud-pagod
naglalambitin
lahi
Bungang-kahoy
Naipapamalas ang kakayahan at
tatas sa pagsasalita sa
pagpapahayag ng sariling ideya ,
kaisipan, karanasan at damdamin
Nakagagawa ng isang radio
broadcast/teleradyo, debate at ng
isang forum
Naipapahayag ang sariling opinion/
reaksyon o ideya sa napakinggang isyu
F5WG-IVb-e-13.2
Nagagamit ang iba‘t ibang uri ng
pangungusap sa pakikipagdebate
tungkol sa isang isyu
F5PT-IVa-b-1.12
Pagpapahayag ng sariling opinion/
reaksyon o ideya sa napakinggang isyu.
Paggamit ng iba‘t ibang uri ng
pangungusap sa pakikipagdebate
tungkol sa isang isyu
CG p 91
Powerpoint, Kwento, puzzle, activity
card
Panuto: Sabihin kung anong uri ng
pangungusap ang isinasaad ng bawat
bilang.
1. Maraming tao ang nagsimba sa araw
ng pista.
2. May palaro ba sa plasa?
3. Papasukin mo ang mga bisita natin.
Naisasagawa ang mapanuring
pagbasa sa iba‘t ibang uri ng teksto
at napapalawak ang talasalitaan
Nakagagawa ng grap o tsart
tungkol sa binasa ,
nakapagsasagawa ng isang debate
tungkol sa isang isyu o binasang
paksa
Naibibigay ang kahulugan ng salitang
pamilyar at di-pamilyar na mga salita sa
pamamagitan ng pag-uugnay sa sariling
karanasan F5PT-IVa-b-1.12
Natutukoy ang paniniwala ng may-akda
ng teksto sa isang isyu F5PB-IVb-26
Naibibigay ang kahulugan ng salitang
pamilyar at di-pamilyar na sa
pamamagitan ng pag-uugnay sa sariling
karanasan
Natutukoy ang paniniwala ng may-akda
ng teksto sa isang isyu
CG p.91
Larawan, powerpoint presentations,
LED TV,flashcards
Basahin ang bawat pangungusap.
Ibigay ang kahulugan ng mga may
salungguhit na salita sa papamagitan
ng pagbibigay ng kanilang kasalungat.
Isulat ang sagot sa sagutang papel.
1. Humusay ang kaniyang pagguhit
dahil sa pag-eensayo.
Naipamamalas ang
kakayahan sa mapanuring
panonood ng iba‘t-ibang uri
ng media
Nakabubuo ng sarilig
dokumentaryo o maikling
pelikula
Naiuugnay ang sariling Natataya ang kaalaman ng mga
karanasan sa napanood F5PD- bata sa kasanayang tinalakay
IVb-d-17
Pag-uugnay ng sariling
karanasan sa napanood
CG p.91
Video clip, metacards, larawan,
activity card
Gamit ang metacards,
magpasulat sa mga bata ng mga
karanasang hindi nila
nalilimutan. Paramihan sila ng
maisusulat. Ipaulat ito sa klase

B.Paghahabi sa layunin ng aralin
C.Pag-uugnay ng mga halimbawa
sa bagong ralin
matatakaw
pampang
pulo
Paano mo masasagot ng wasto ang
mga tanong mula sa
mapapakinggang alamat?
Ipasuri sa mga mag-aaral ang isang
larawan
Magtanong sa mga bata kung may
alam silang kwento tungkol sa mga
unggoy at buwaya. Hayaang
ikuwento ang ibang bahagi nito.
Pasagutan ang inihandang
talasalitaan. Ipagamit ang mga salita
sa sariling pangungusap.
Panuto: Piliin sa loob ng panaklong
ang kahulugan ng salita ayon sa
gamit sa pangungusap.
1. Nakatira sila sa isang
pulo. ( damit, pagkain,
lugar )
2. Nakatira rin dito ang
maraming matatakaw na
buwaya. ( masiba,
mataba, malaki )
3. Sagana sa isda at mga
ligaw na hayop dito.
( masarap, marami,
sariwa )
4. Masayang
naglalambitin sa mga
sanga ang mga unggoy.
( pagkapit sa kamay,
pagkapit sa paa, pagkapit
sa buntot )
5. May mahalagang
mensahe ang hari.
( balita, bilin, utos
4. Maaari po bang humingi ng tubig na
maiinom?
5. Naku! Nadulas ang bata sa palosebo!
6. Masaya ang pista dito sa inyo.
7. Gusto mo pa ng leche flan?
8. Masakit ang tiyan ko!
9. Pahiran mo ng acete de manzanilla.
10. Pwede na po ba akong umuwi?
Hanapin sa puzzle ang mga salitang
maaaring may kinalaman sa
tatalakaying aralin. Isulat ito sa
metacards. Magbigay ng maikling ideya
o paliwanag tungkol sa mga salitang
nahanap.
Makinig sa isyung babasahin ng guro.
Marami nang nalathalang mga balita at
impormasyon ukol sa pag-unlad ng mga
karatig-bansa ng Pilipinas. Tinagurian
silang pitong dragon. Napakabilis ng
pag-unlad ng mga bansang tulad ng
Indonesia, Malaysia, Thailand, Hong
Kong, Taiwan, Singapore, at South
Korea. Hindi katulad ng Pilipinas na
hanggang ngayon ang mga Pilipino ay
nakasadlak pa rin sa kahirapan.
May mga suliranin tayong dapat lutasin
upang umunlad ang ating bansa.
Unang-una ay ang
isyung kapayapaan at katahimikan sa
bansa. Ikalawa ay ang kalinisan at
pangangalaga sa paligid na tila
nalilimutan na ng bawat Pilipino. Ikatlo
ay ang isyu ng kahirapan ng
nakararaming mamamayan. Ikaapat ay
ang kawalan ng edukasyon ng mga
kabataan na siyang inaasahang
maglilingkod sa bayan. Paano nga ba
malulutas ito ng bansang Pilipinas?
2. Ang batang makulit ay napagalitan
ng nanay.
3. Walang humpay ang pag-iyak ng
bata.
4. Pati hangin yata‘y walang pakialam
sa kapal ng usok na nakabalatay
5. May maliit na liwanag na natatanaw
ang bata.
Isulat ang inyong sagot sa inyong ―
Show Me Board‖
Sa paanong paraan mo matutukoy ang
kahulugan ng isang salita?
Anu-ano ang mga tradisyon ng mga Anu-ano ang mga pamantayang
Pilipino na inyong nalalaman? dapat isaalang-alang sa
Panuto: Kumpletuhin ang concept panonood?
cluster na ito sa pamamagitan ng
paglalagay ng mga ideyang inyong
naiisip na kaugnay ng salitang nasa
gitna.
Ano- ano ang mga pamantayan sa Ano-ano ang katangian ng
pagbasa nang tahimik. Ipabasa nang mabubuting bata? Taglay ba
tahimik ang kwento? ninyo ang mga nabanggit
Pagbasa ng Kwento ninyong katangian?
PIsta sa Aming Bayan Panonood ng Video Clip: Ang
Masayang-masaya ang lahat. Araw ng Mabubuting Bata
pista ngayon sa aming bayan.
Maraming tao ang nagsimba. Masigla
at masaya ang kalembang ng kampana
sa simbahan. Hindi magkamayaw sa
ingay ng pagbabatian at pagbabalitaan
ang mga tagarito, mga balikbayan, at
mga panauhin mula sa ibang bayan.
Walang tigil ang masipag na banda ng
musiko sa paglibot sa mga lansangan
habang nagbibigay ng masiglang
tugtugin. Umaambag rin sa sigla at
saya ang malakas na bunghalit ng mga
tugtugin sa mga perya at pondahan at
maging sa mga tahanan man.
Nagpapagaraan sa ganda ang mga arko
sa mga panulukan ng mga kalye. May
mga arkong kawayan na may
makukulay na ginupit-gupit na papel.
Ang mga banderitas na may iba‘t ibang
kulay ay nakagayak sa mga hayag na
lansangan at maging sa maliliit na kalye
man.
Naku, higit sa lahat kabi-kabila ang
handaan. May mga naglilitson doon at
dine. Malalaking talyasi ng pagkain ang
nakasalang sa kalan sa mga kusina at sa
mga bakuran. Mula tanghalian
hanggang hapunan ay pagsasalu-
saluhan ang mga inihandang pagkain
ng mga magkakamag-anak,

D.Pagtalakay ng bagong konspto
at paglalahad ng bagong
kasanayan #1
E.Pagtalakay ng bagong konsepto
at paglalahad ng bagong
kasanayan #2
Ilahad ang pamagat ng kuwento.
Ipaalala ang mga pamantayan sa
pakikinig. Iparinig ang kwento sa
klase.
Ang Unggoy at ang Buwaya
( Pakitingnan ang kalakip na papel)
Pagkatapos ng nakalaang oras para
pakinggan ang kwento,
magkakaroon ng talakayan tungkol
sa napakinggang teksto.
Tungkol saan ang kuwentong
napakinggan?
Sino-sino ang tauhan sa kwento?
Saan at kailan nangyari ang kwento?
Anong masasabi nyo sa isyung ito?
1. Totoo ba na sa panahong ito ay
patuloy pa rin ang paghihirap ng ating
bansa?
2. Paano kaya mabibigayan ng
kalutasan ang mga suliranin ng ating
bansa?
3. Bilang mga bata paano kayo
makatutulong sa paglutas ng mga
suliranin ng ating bansa?
Magbigay ng mga pangungusap na
ginamit sa teksto. Kumpletuhin ang
tsart sa ibaba.
magkakaibigan, at mga panauhin.
Kainang hindi matapus-tapos. Ganyan
ang pista. Nakalulungkot tuloy isipin na
ang pista ay tila kainan na lamang at
nawawala na ang diwang ispiritwal ng
okasyon.
E, bakit nga ba may pista? Hindi ba‘t
nagdudulot lamang ito ng malaking
gastos? Hindi ba‘t malaking pag-aabala
ito? Pero sadyang hindi na maiaalis sa
kulturang Pilipino ang pagpipista at
pamimista. Ito‘y isang kaugaliang
minanapa natin sa ating mga ninuno.
Ang pista ay araw ng pasasalamat sa
Poong Maykapal sa mga biyayang
ipinagkakaloob Niya sa mga tao. Ito ay
araw ng pagdakila. pagpuri at
pagpaparangal sa Panginoon.
Kadalasan, ang pistang-bayan ay
itinatapat sa kaarawan ng patron ng
bayan, gaya ng pista ng Meycauayan na
ipinagdiriwang sa kaarawan ng patron
nito na si San Francisco de Asis, pista
ng Santa Clara sa kaarawan ng Mahal
na Birhen de Salambao, pista ng
Obando sa kaarawan ni San Pascual de
Baylon, pista ng Malolos sa kaarawan
ng Birhen Immaculada Concepcion, at
iba pa.
Sagutin ang mga sumusunod na Pag-uusap tungkol sa napanood
tanong: na video clip
1. Ano ang pista? Ano ang pamagat ng palabas?
2. Bakit may pista? Sino-sino ang mga tauhan sa
3. Ilarawan ang pagdiriwang ng pista palabas?
batay sa tekstong binasa Saan ito naganap?
4. Sang-ayon ka ba na ipagpatuloy ang Ano ang katangian ng mga
tradisyon ng pagdaraos ng pista? tauhan?
Ipaliwanag. Naranasan mo na ba ang naging
5. Bakit sinasabing ang pista ay isang karanasan ng tauhan sa
pamanang kalinangan ng ating mga palabas?
ninuno? Ano ang iyong ginawa at bakit?
6. Batay sa binasang teksto, anong isyu
ang nakapaloob dito?
7. Sa isyung nakapaloob sa teksto, ano
sa tingin mo ang paniniwala ng may-
akda nito tungkol sa
isyung ito?
Kumpletuhin ang tsart sa pamamagitan Ibahagi o iugnay ang napanuod
ng pagtatala ng mga salitang naging na palabas sa iyong sariling
pamilyar at di-pamiyar sa inyo mula sa karanasan Iulat sa klase
binasa ninyong teksto. Iugnay ang mga
salitang ito sa inyong sariling karanasan
upang matukoy ang kahulugan
 Ilarawan ang tirahan ng mag-aamang
unggoy.
Bakit naubos ang pagkain ng mga
unggoy at buwaya?
Ano ang katangian ng unggoy?
buwaya?
Isalaysay kung paano nakatawid sa
kabilang pulo ang unggoy.
F.Paglinang na Kabihasaan Panuto: matapos mong mapakinggan
ang kwentong ―Ang Unggoy at ang
Buwaya‖, kumpletuhin ang
sumusunod na balangkas. Isulat ang
sagot sa iyong kwaderno.
G.Paglalapat ng aralin sa Pangkatang Gawain:
pangaraw-araw na buhay Bawat pangkat ay pipili ng isang
magbabasa ng maikling kuwento na
inihanda ng guro. Pagkatapos
mapakinggan ang kuwentong binasa
ng kagrupo, ang mga miyembro ang
siyang sasagot ng mga tanong
tungkol sa kanilang napakinggan.
Maaaring gamitin ng guro ang kahit
na anong kwento na kanyang nabasa
o nahanap sa iba
pang sanggunian
Panuto: Bumuo ng dalawang grupo.
Batay sa mapagkakasunduan ng
dalawang grupo, pumili ng isang
paksa/isyu mula sa mga sumusunod na
listahan. Ang dalawang grupo ay
magsasagawa ng isang debate tungkol
sa isyu. Gumamit ng iba‘t ibang uri ng
pangungusap sa pagdedebate.
1. Mga mungkahing paksa:
2. Marangya o simpleng pagdiriwang ng
pista
3. Panukalang oras ng pagvivideoke
4. Nationwide liquor ban sa Pilipinas
5. Panukalang ―No School Uniform‖
para sa mga mag-aaral
Pangkatang Gawain
Ang bawat pangkat ay bibigyan ng
envelope na may lamang manila paper,
marker at kwento. Tahimik na
babasahin ang nakatakdang gawain at
pagkatapos ay isasagawa na ito.
Unang Pangkat – pumili ng isang
napapanahong isyu at magbigay ng mga
reaksyon, opinyon o ideya tungkol dito.
Iulat ito sa klase.
Ikalawang Pangkat - mag-isip ng isang
napakinggan o nabasang isyung
kinasasangkutan ng bansa. Magsagawa
ng tatlong minutong debate tungkol
dito. Gumamit ng iba‘t ibang uri ng
pangungusap sa pagdedebat
Ibigay ang kahulugan ng mga salitang Pumili ng isang mong
may salungguhit. Iugnay ang bawat paboritong palabas sa tv at
salita sa sariling karanasan upang iugnay ang iyong karanasan
matukoy ang kahulugan. dito.
Hindi magkamayaw sa ingay ng
pagbabatian at pagbabalitaan ang mga
tao sa plasa.
Maraming biyaya ang tinanggap ng
mga manggagawa.
Madilim at masikip ang iskinita.
Naaalimpungatang sumunod si Ruth sa
paglabas ng kanyang ina.
Maaaring kapirasong tela ang ibigkis sa
baywang ng sanggol
Pangkatang Gawain: Ang klase ay hahatiin sa
Pangkat 1 – Magtala ng 5 di pamilyar dalawang grupo. Bawat grupo
na salita at iugnay ito sa inyong ay iisip ng isang palabas na
karanasan kanilang napanood na at
Pangkat 2 – Basahin ang mga iuugnay ang kanilang karanasan
pangungusap , piliin ang mga salitang sa naturang palabas.
di pamilyar at ipaliwanag Magsagawa ng isang dula-
ang kahulugan ng bawat isa. dulaan na nagpapakita ng ilang
Nagpunta sila sa duluhan ng bakuran. eksena o bahagi ng napiling
Takipsilim na nang magsiuwi ang palabas
magkakasama
Takaw-tingin ang kanyang kasuotan
Hinogna ang uhay ng palay.
Pangkat 3 - Basahin ang nakatalang
isyu at itala kung ano ang paniniwala
ng may akda
Napakaraming kapakinabangang
nakukuha sa ating mga kagubatan.
Pinagmumulan ito ng matabang lupa at
pumipigil sa pagbaha. Nagsisilbing
tahanan ito at napagkukunan ng
pagkain ng mga ibon at hayop.
Nararapat mabatid ng bawat isa ang
kahalagahan ng mga kagubatan.
Gumagawa ng mga hakbang ang
pamahalaan upang mapangalagaan
ang kagubatan. Ang gawaing ito ay hidi
maisasakatuparang mag-isa ng pama
halaan.Kailangan nito ang tulong ng
mga mamamayan. Nararapat sundin
ang mga batas sa pangangalaga ng
kagubatan.
H.Paglalahat ng aralin Ano ang kahulugan ng literal na mga
tanong?
Paano mo masasagutan ang mga
literal na tanong mula sa inyong
napakinggang teksto?
I.Pagtataya ng aralin Pakinggang mabuti ang kwentong
babasahin ng guro. Sagutan ang mga
sumusunod na literal na mga tanong
ayon sa inyong napakinggang
kwento.
Taniman sa Bukid
Isa sa pinakamasayang panahon sa
kabukiran ang pagtatanim.
Masiglang isinagawa ng mga
magsasaka ang gawaing ito. Nasa
takdang panahon ang pagtatanim.
Naniniwala ang mga magsasaka na
hindi aani nang maganda kung di
mabuti sa panahon ang pagtatanim.
Nasa kabukiran ang kaligayahan ng
magsasaka. Maluwag sa loob nilang
tinanggap ang anumang kapalaran.
Maligaya nilang hinaharap ang
kaloob sa kanila ng Maykapal.
Marunong makipagsapalaran ang
mga magbubukid. Taimtim nilang
idinadalangin na sana‘y ang susunod
na anihan ay maging masagana.
Sagutin ang mga sumusunod na
tanong.
Ano ang pamagat ng kuwentong
iyong napakinggan?
Saan nagiging masaya ang gawaing
pagtatanim?
Paano isinasagawa ng mga
magsasaka ang pagtatanim?
Ano ang paniniwala nila tungkol sa
pag-aani?
Nasaan ang kaligayahan ng
Paano ang wastong pagbibigay ng
reaksiyon, ideya o opinyon sa isang
isyu?
Ang pagbibigay ng reaksyon, ideya o
opinion tungkol sa isang isyu ay isang
mabuting kasanayan dahil
naipahahayag natin ang sariling
saloobin, opinyon o pananaw hinggil sa
mga kaisipang inilahad.
Ang pagbibigay-reaksiyon ay maaaring
sa pamamagitan ng pagsang-ayon o
pagsalungat sa kaisipan ng nagsalita o
kausap. Sikapin lamang na maging
magalang upang maiwasan ang
makasakit ng damdamin ng kapwa.
Isang paraan din ng pagpapahayag ng
reaksiyon ay sa pamamagitan ng
pagkakaroon ng debate. Iba‘t ibang uri
ng pangungusap ang maaaring magamit
sa pakikipagdebate tungkol sa isang
isyu.
Panuto: Magbigay ng sariling reaksyon,
opinyon o ideya hinggil sa sumusunod
na isyu. Gamitin ang ibat-ibang uri ng
pangungusap.
Labanan ang polusyon
Malaking isyu ngayon ang pagkasira ng
kapaligiran dahil sa lumulubhang
polusyon sa lupa, tubig, at hangin.
Malulutas ang suliraning ito kung
makikipagtulungan ang bawat tao. May
mga batas na dapat sundin at may mga
kautusang ipinatutupad ang ating
pamahalaan. Magiging malinis ang
paligid kung gagawin ng bawat isa ang
kanilang tungkulin. Tayo ang dapat
mangalaga na likas na kayamanan at
ang pag-unlad ng bayan ay sa atin
nakasalalay
Ang pagbibigay ng puntos ay nababatay
sa mga sumusunod na pamantayan:
5- napakahusay
4-mahusay
3-katamtaman
2-di gaanong mahusay
1-di mahusay
Kailan mo masasabing ang salita ay Ano ang iyong natutuhan sa
pamilyar? Di pamilyar aralin ngayon?
Panuto: Basahin nang tahimik ang Iugnay ang sariling karanasan sa
talata. Piliin ang mga salitang pamilyar isang pelikulang tumatak sa
at di pamilyar mula sa iyong isipan. Sumulat ng isang
binasang teksto. Sa tulong ng pag- maikling talata tungkol dito.
uugnay ng sariling karanasan, tukuyin
ang kahulugan
ng bawat isa. Tukuyin din ang
paniniwala ng may-akda ng binasa ukol
sa isyung
kanyang sinulat.
Ilog Pasig Noon At Ngayon
Malaki ang naging bahagi ng Ilog Pasig
sa mga Pilipino,kabilang na ang ating
pambansang bayani na si Dr. Jose Rizal.
Malimit noong nakikitang namamangka
si Dr. Jose Rizal. Kasama nya ang
kanyang kasintahang si Leonor Rivera.
Ito ang naging saksi ng wagas nilang
pagmamahalan. Doon ay tahimik at
payapa.
Ayon sa matatanda, ibang –iba ang ilog
Pasig noon. Bukod sa may
magkasuyong namamasyal ditto,
marami ring kababaihan ang nakikitang
naglalaba rito. Paliguan din ito ng
marami at dito nangingisda ang mga
tao.
Kulay asul ang tubig at malinaw na
malinaw.Presko ang hangin at isa sa
itinuturing na magandang tanawin ng
bansa.
Ngunit ngayon, ano ang nangyari sa
ilog na ito? Ang dating malinaw na
tubig ngayon ay maitim na. Ang

J.Karagdagang Gawain para sa
takdang aralin at remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha
ng 80% sa pagtatayao.
B.Bilang ng mag-aaralna
nangangailangan ng iba pang
Gawain para sa remediation
magsasaka?
Paano tinatanggap ng isang
magsasaka ang kanyang kapalaran?
Pumili ng isang maikling kwento.
Bumuo ng limang literal na tanong
mula sa iyong napiling kuwento.
Pumili ng isang kapareha. Ang
magkapareha ay magpapalitan ng
pakikinggang kwento at sasagutan
ang mga tanong. Iuulat sa klase ang
awtput
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
Gumupit ng isang isyu o balita sa
pahayagan. Idikit sa isang puting papel
at lagyan ng reaksyon na gagamitin ang
iba‘t ibang uri ng pangungusap.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their
work on time due to unnecessary
preskong hangin ay napalitan ng
mabahong simoy na dulot ng basurang
itinapon ditto. Ang isda ay wal ng
pagkakataong mabuhay sapagkat ito ay
puno ng burak.
Paano tayo uunlad kung pati ang
kalikasan ay sinisira natin dahil sa ating
kapabayaan?
Paano na rin an gating kalusugan? Sana
magising na tayo sa paggawa ng
kabutihan para na rin sa mga susunod
na henerasyon.
Sa kasalukuyan, marami ng proyekto
ang pamahalaan upang buhayin na
muli ang makasaysayang Ilog Pasig.
Sana makiisa ang lahat sa mga
proyektong ito. Ikaw, hand aka bang
maging bahagi nito? Isang hamon ito
para sa iyo. Tulad mo, diyan sa lugar
ninyo , may naitulong ka na ba upang
magkaroon ng pagbabago?
Magbigay ng 5 salitang pamilyar at 5 Manood mamayang gabi ng
salitang di pamilyar sa iyo. Ibigay ang isang palabas/teleseryo o
kahulugan nito sa pamamagitan ng pelikula, iuugnay ninyo sa
pag-uugnay ng iyong sariling karanasan sariling karanasan. Iulat bukas
sa klase
___Lesson carried. Move on to the next ___Lesson carried. Move on to ___Lesson carried. Move on to the
objective. the next objective. next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery
___Pupils did not find difficulties in ___Pupils did not find ___Pupils did not find difficulties
answering their lesson. difficulties in answering their in answering their lesson.
___Pupils found difficulties in lesson. ___Pupils found difficulties in
answering their lesson. ___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson answering their lesson. ___Pupils did not enjoy the lesson
because of lack of knowledge, skills ___Pupils did not enjoy the because of lack of knowledge,
and interest about the lesson. lesson because of lack of skills and interest about the
___Pupils were interested on the knowledge, skills and interest lesson.
lesson, despite of some difficulties about the lesson. ___Pupils were interested on the
encountered in answering the ___Pupils were interested on lesson, despite of some
questions asked by the teacher. the lesson, despite of some difficulties encountered in
___Pupils mastered the lesson despite difficulties encountered in answering the questions asked by
of limited resources used by the answering the questions asked the teacher.
teacher. by the teacher. ___Pupils mastered the lesson
___Majority of the pupils finished their ___Pupils mastered the lesson despite of limited resources used
work on time. despite of limited resources by the teacher.
___Some pupils did not finish their used by the teacher. ___Majority of the pupils finished
work on time due to unnecessary ___Majority of the pupils their work on time.

C.Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin.
D.Bilang ng mag-aaral na
magpapatuloy sa remediation
E.Alin sa mga estratehiyang
pagtuturo ang nakatulong ng
lubos?Paano ito nakatulong?
F.Anong sulioranin ang aking
naranasan na solusyunansa
tulong ng aking punungguro at
superbisor?
G.Anong kagamitang panturo ang
aking nadibuho nanais kong
ibahagi sa kapwa ko guro?
behavior. behavior. behavior. finished their work on time. ___Some pupils did not finish
___Some pupils did not finish their work on time due to
their work on time due to unnecessary behavior.
unnecessary behavior.
___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned ___ of Learners who earned 80%
above 80% above above
___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
additional activities for remediation activities for remediation activities for remediation additional activities for additional activities for
remediation remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who caught up
lesson lesson lesson up the lesson the lesson
___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to
require remediation require remediation require remediation to require remediation require remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive
Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self
assessments, note taking and assessments, note taking and studying assessments, note taking and studying assessments, note taking and assessments, note taking and
studying techniques, and vocabulary techniques, and vocabulary techniques, and vocabulary studying techniques, and studying techniques, and
assignments. assignments. assignments. vocabulary assignments. vocabulary assignments.
___Bridging: Examples: ___Bridging: Examples: ___Bridging: Examples: ___Bridging: ___Bridging:
Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and Examples: Think-pair-share, Examples: Think-pair-share, quick-
anticipatory charts. anticipatory charts. anticipatory charts. quick-writes, and anticipatory writes, and anticipatory charts.
charts.
___Schema-Building: ___Schema-Building: ___Schema-Building: ___Schema-Building:
Examples: Compare and contrast, Examples: Compare and contrast, Examples: Compare and contrast, ___Schema- Examples: Compare and contrast,
jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and Building: Examples: Compare jigsaw learning, peer teaching, and
projects. projects. projects. and contrast, jigsaw learning, projects.
peer teaching, and projects.
___Contextualization:  ___Contextualization:  ___Contextualization:  ___Contextualization: 
___Contextualizatio
Examples: Examples: Demonstrations, Examples: Demonstrations, n:  Examples:
Demonstrations, media, media, manipulatives, repetition, and media, manipulatives, repetition, and Demonstrations, media,
manipulatives, repetition, and local local opportunities. local opportunities. Examples: manipulatives, repetition, and
opportunities. Demonstrations, media, local opportunities.
manipulatives, repetition, and
local opportunities. ___Text Representation: 
___Text Representation:  ___Text Representation: 
___Text Representation:  Examples: Student
Examples: Student created Examples: Student created created drawings, videos, and
Examples: Student ___Text
 created drawings, videos,
games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Noted:
LUCILA M. CARINGAL
Head Teacher III
and drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly, modeling
the language you want students to use,
and providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
drawings, videos, and games. Representation:  games.
___Modeling: Examples: Examples: Student
Speaking slowly and clearly, modeling created drawings, videos, and
the language you want students to use, games.
and providing samples of student work.
___Modeling: Exam
ples: Speaking slowly and
Other Techniques and Strategies used: clearly, modeling the language
___ Explicit Teaching you want students to use, and
___ Group collaboration providing samples of student
___Gamification/Learning throuh play work.
___ Answering preliminary
activities/exercises
___ Carousel Other Techniques and
___ Diads Strategies used:
___ Differentiated Instruction ___ Explicit Teaching
___ Role Playing/Drama ___ Group collaboration
___ Discovery Method ___Gamification/Learning
___ Lecture Method throuh play
Why? ___ Answering preliminary
___ Complete IMs activities/exercises
___ Availability of Materials ___ Carousel
___ Pupils’ eagerness to learn ___ Diads
___ Group member’s ___ Differentiated Instruction
collaboration/cooperation ___ Role Playing/Drama
in doing their tasks ___ Discovery Method
___ Audio Visual Presentation ___ Lecture Method
of the lesson Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___Modeling: Example
s: Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson
GRADES 1 to 12 School Gregorio SisonMem. Elementary School Grade Level V
DAILY LESSON LOG Teacher Ednalyn D. Macaraig Learning Areas MAPEH
Teaching Dates and Time January 22-26,2018 Quarter Ikaapat / Linggo 2

Monday Tuesday Wednesday Thursday Friday

OBJECTIVES
Content Standards The learner… The learner… The learner… The learner… The learner . . .

demonstrates understanding demonstrates demonstrates understanding of demonstrates understanding of demonstrates

of concepts pertaining to
volume in music
Performance Standards The learner…
applies dynamics to musical
selections
Learning uses appropriate musical terminology to indicate
Competencies/Objectives variations in dynamics, specifically:
Write the LC code for each
2.1 piano (p)
2.2 mezzo piano (mp)
2.3 forte(f)
understanding of colors, shapes, space, basic first aid principles and understanding of
concepts pertaining repetition, and balance procedures for common injuries participation and
to volume in music through sculpture and 3- assessment of
dimensional craft. physical
activity and
physical
fitness
The learner… The learner… The learner… The learner . . .
demonstrates fundamental
applies dynamics to construction skills in making a practices appropriate first aid participates and
musical selections 3-dimensional craft that principles and procedures for assesses
expresses balance, artistic common injuries performance in
design, and repeated variation physical
of decorations and colors activities.
1. papier-mâché jars with assesses physical
patterns fitness
2. paper beads
constructs 3-D craft using
primary and secondary colors,
geometric shapes, space, and
repetition of colors to show
balance of the structure and
shape
A.Natutukoy ang ibat-ibang Natatalakay ang mga panuntunan Naipaliliwanag
paraan sa paggawa ng paper sa pagbibigay ng paunang lunas ang mga
mache jar. (first aid) kabutihang
B.Nasusuri at H5IS-IVb-35/ Page 36 of 66 idunudulot ng
naipaghahambing ang ibat- likhang sayaw sa
ibang paraan sa paggawa ng paglilinang ng
 2.4 mezzo forte (mf) paper mache jar. balanse sa
2.5 crescendo C.Napapahalagahan ang ibat- kalusugan ng
ibang paraan n maaaring katawan.
MU5DY-IVa-b-2 / Page 32 of 63 gamitin sa paggawa ng paper 2. Naisasagawa
mache jar nang tama ang
. A5EL-IVb/ Page 42 of 93 mga hakbang sa
pagsasayaw .
3. Nabibigyang-
halaga ang mga
kabutihang
idinudulot ng
likhang sayaw sa
paglilinang ng
balanse sa
kalusugan ng
katawan Page 29
of 6
PE5RD-IVb-1/
CONTENT Pagtukoy sa Antas ng Dynamics Elemento ng Sining: Kulay, Pinagmulan at Layunin ng mga Paglinang Ng
Pagsunod at pag-awit sa Simbolong pang Hugis at Espasyo Pangunang Lunas Balanse
dynamics
LEARNING RESOURCES
References
Teacher’s Guide pages
Learner’s Material pages K to 12 Curriculum Guide, Umawit at
Gumuhit 5
Textbook pages
Additional Materials from www.arts and craft projects for
Learning Resource (LR) kids.com
portal
Other Learning Resources tsart ng mga awit, mga larawan, B.Kagamitan/ Kasangkapan: CD player, cds, 2
CD/CD player mga lumang papel o diaryo, pirasong patpat o 2
harina, tubig,sulyaw na haluan, piraso ng bao
kutsara (ikalawang pwedeng
gamitin upang
magbigay ng tunog sa
mga bata upang
masundan ang
kumpas kung walang
CD player.)

PROCEDURES
Reviewing previous lesson Rhytmic Clapping 1.Balik-aral Ano ang ginagawa ng mga Pag-tsek ng
or presenting the new nasa larawan? attendance at angkop
lesson Anu-ano ang mga kagamitan o na kasuotan.
 materyales na maaari nating 2. Pampasiglang
gamitin sa paggawa ng paper Gawain: sumangguni
mache jar? sa LM Grade 4
3. Balik-aral: Balik-
aral sa gawaing
lokomotor
Establishing a purpose for 1.Pagganyak Pagganyak Picture, Picture… Ipakita sa mga bata
the lesson Ipakita ang larawan ng yaring Ipasuri ang mga larawan na ang larawan.
Panoorin ang video ng awit “Ang Bayan ko”. paper mache na may ibat-ibang matatagpuan sa LM at Tanungin kung alin sa
Pakinggan ang pyesa ng awit Ang Bayan ko. hugis at kulay. pasagutan ang mga tanong na mga
Paano natin epektibong kaakibat nito sa pahina ____ larawan ang
makagagawa ng paper mache nasubukan nilang
gamit ang ibat-ibang technique? gawin?

Presenting 2.Paglalahad 1.Paglalahad Batay sa larawan, ano-anong Sagutin ang

examples/instances of the sitwasyon ang inyong nakita? sumusunod:
new lesson 2.1. Isulat sa sagutang papel salitang nasa iskor Ang Papier- mache ay 2. Ano-ano ang mga maaaring 1. Anong laro o isports
ng awit na kung saan narinig ang paglakas ng salitang Pranses na ang ibig mangyari sa mga taong ito ang ginagamitan ng
tinig habang nakikinig ng awit Ang Bayan ko sabihin ay nginuyang papel na kung walang tutulong sa pagbalanse?
gamit ang inihandang kolum sa ibaba. gawa mula sa piraso ng mga kanila? 2. Sa anong sayaw
2.2. Anong lyrics o parte sa Iskor ng awit ang may papel o durog na papel na binuo 3. Kung ikaw ay nasa paligid naipakikita ang
papahina o papalakas na boses habang ito ay sa pamamagitan ng glue, starch ng pinangyarihan ng mga kasanayan sa
inyong pinakikinggan? o pandikit. sitwasyon sa larawan, ano ang pagbalanse?
Ang bawat komposisyong musical ay may Ang bayan ng Paete iyong gagawin upang
ipinahihiwatig na damdamin. Ang bawat awit at ay kilala sa taka o paper mache makatulong sa mga taong ito?
tugtugin ay ipinaaabot na mensahe. Ito ay isa sa na siyang pangunahing
mga elemento ng musika na makapagbibigay pinagkakakitaan ng mga
kahulugan sa nais ipahiwatig ng komposisyong mamamayan dito pangalawa sa
musical. pag-uukit May dalawang paraan
ang pagtataka o paper mache.
Una, ang paggamit ng dinurog
na papel matapos ibabad sa
tubig. Ito ay hahaluan ng glue at
siyang gagawing taka. Ikalawang
paraan ay ang paggamit ng
pinilas na mga papel at ididikit
sa isang molde. At matapos
mabuo ang dibuho mula sa
molde ay tatanggalin mula sa
molde at ididikit upang makabuo
ng isang proyektong may
katulad na hugis sa moldeng
 ginamit..
Discussing new concepts Ang Dynamics ay tumutukoy sa paglakas at Suriin ang mga ibat-ibang Ang paunang tulong-
and practicing new skills paghina ng pag-awit at pagtugtog. May angkop na paraan sa paggawa ng paper panlunas (first aid) ay ang
#1 antas ang dynamics upang maunawaan ang nais mache jar. pagbibigay ng pangunahing
ipahiwatig ng isang awit o tugtugin. ( Sumangguni sa LM Aralin 2.2) magagawang tulong, kalinga,
May tatlong antas ang Dynamics: at pangangalaga sa
Mahinang Pag-awit (p) – ginagamit sa malulungkot mga taong napinsala
na himig o sa mga awit sa pagpapatulog. ng sakuna o karamdaman.
Katamtamang Lakas sa pag-awit (mf)— Isinasagawa ito ng
pamamaraan ng pag-awit na hindi gaanong isang taong pangkaraniwan
mahina at ddi-gaanong malakas. hanggang sa panahong maaari
Malakas na Pag-awit (f)—Ito ay nangangahulugan nang ibigay ang mas
nang malakas na pag-awit o pagtugtog. Ang dalubhasang tulong pang-
paglakas ay ginagawa sa mga bahaging nais sagip buhay ng mga
bigyan ng diin. manggagamot.
Kinasasangkapan ang
kasanayang ito ng mga payak,
ngunit nakapagliligtas, na
kasanayang may kaugnayan
sa panggagamot. Maaaring
makatamo ng pagsasanay ang
isang pangkaraniwang tao
upang maisagawa ang
pagbibigay ng tulong na ito,
kahit man hindi ginagamitan
ng mga natatanging aparatong
panggagamot. Maaari ring
ibigay ang tulong na ito sa
mga hayop, ngunit ang
artikulong ito ay tumutukoy
lamang para sa magagawang
paunang-tulong na pantao.
Ang 3 pangunahing mga
layunin ng paunang tulong-
panlunas, na mas kilala
bilang 3 P (tatlong P) ang mga
sumusunod:
Pagpapanatili ng
buhay (Preserve life)
Pag-iwas mula sa pagkakaroon
ng mga dagdag na
pinsala o pag-iwas sa paglala
ng kapinsalaan o
karamdaman (Prevent further
Ang balanse ay 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 mga mananayaw
ng ballet o ballerina
ay kabilang sa mga
nagtataglay ng husay
sa pagbalanse.
Kagaya ng gymnast
na tumutulay sa
balance beam, ang
kasanayan sa balance
ay isang mahalagang
sangkap para
mapaunlad ang
kakayahan ng
katawan at
makagawa ng mga
bagay nang may
kahusayan.
 injury or illness)
Pagtataguyod sa
paggaling (Promote recovery)

Bilang karagdagan, may ilang

mga tagapagsanay na
nagtuturo ng ika-apat na "P" -
ang Pag-iingat ng
sarili, Protektahan ang sarili,
o Pagpapananggalang ng
sarili (Protect yourself),
bagaman sinasabi ng iba na
kasaklaw at nakasukob na ito
sa ilalim ng ikalawang "P"
na Pag-iwas mula sa mga
karagdagang pinsala para sa
kapakanan ng sarili, ng
biktima o pasyente, at ng iba
pang tao. Kapag maingat ang
sarili - ang tagasagip o
tagapagligtas - ay may
kakayahan itong pangalagaan
at magligtas pa ng ibang tao.

Discussing new concepts 3.Pagtalakay . Paano tayo makalilikha ng Mga Pangunahing kasanayan Paglinang ng Balanse
and practicing new skills A. Pakinggang muli ang awit ng Ang Bayan isang magandang paper mache sa Pagbibigay ng Pangunahing “Backward Hop”
#2 ko habang sumusunod sa Iskor ng awit na jar gamit ang mga kagamitang Tulong-Panlunas Ang susunod na
nakasulat sa Manila Paper. makikita sa kapaligiran? gawain ay
Anu-ano ang ibat-ibang paraan May mga kasanayan na makatutulong sa
..Sagutin ang mga tanong na dapat alalahanin sa paggawa itinuturing na pinakapusod ng paglinang ng balanse.
a.Anu-anong antas o simbolo ng dynamics na ng paper mache jar? pagbibigay ng paunang tulong- Sa tulong ng iyong
nakalagay sa Iskor ng Awit? Bakit kailangang maging lunas, kahit saan pa man o guro, isagawa nang
b.Paano nakatutulong ang pagsunod sa antas ng maingat sa paggawa ng paper paano man naituro ang mga buong husay at may
simbolong pandynamics sa pag-awit ng Ang mache jar? ito. Tinuturuan ang mga ibayong pag-iingat
Bayan ko? Bakit kailangang isaalang alang tagapagbigay ng pangunahing ang gawain.
ang ibat-ibang kaparaanan sa tulong panlunas na laging Ipapakita ng guro ang
paggawa ng paper mache? tatandaan ang ABC ng mga tamang pagsasagawa
hakbang sa pagbibigay ng ng “Backward Hop”.
mga paunang tulong-pansagip Pagkatapos ng
ng buhay bago magpatuloy sa pagsasagawa ng
pagbibigay ng iba pang mga alituntunin ng
kalunasan: “Backward Hop”
Airway – Ang daanan ng hahatiin ang klase sa
hangin / Ang daanang apat na pangkat.
panghininga / Ang daanang- Isasagawa ng bawat
hingahan pangkat nang ilang
Breathing – Buga ng ulit ang “Backward
paghinga / Bantayan ang Hop” upang
katangian ng paghinga maisagawa nang
Circulation – Sirkulasyon o tama at malinang ang
pagdaloy ng dugo sa katawan kasanayan.
Ang ibig sabihin nito ay dapat Pamamaraan:
lamang na unahin munang Pamamaraan:
suriin at subuking lutasin ang 1. Gumawa ng limang
mga suliraning may hop nang patalikod
kaugnayan sa daanan ng gamit ang kanang
hangin (bibig at ilong) ng paa, habang
pasyente. Kung walang balakid bahagyang nakataas
sa daanan ng hininga at ang nakabaluktot na
paghinga, dapat na isunod na kaliwang paa.
suriin at subuking sugpuin ng Panatilihing nakapikit
tagapaglunas ang anumang ang mga mata.
suliranin at pinsala na may 2. Sa huling hop,
kaugnayan sa sirkulasyon manatiling nakatayo
(pagdaloy at pagikot ng dugo sa kanang paa sa loob
sa katawan). May ibang mga ng tatlong segundo.
tagapagsanay o tagapagturo 3. Ulitin sa kaliwang
na nagdaragdag ng pang-apat paa.
na hakbang: ang D para 4. Ulitin lahat nang
sa Duguan ba ang pasyente? O tatlong ulit na
Dinudugo ba ang biktima?, o nagsasalitan ang
kaya ay ang pagbibigay kanan at kaliwang
ng Depibrilasyon. Nakasalalay paa.
sa antas ng kasanayan ng
tagapagbigay-lunas ang mga
pagkakaiba sa mga
pamamaraan ng pasisipat at
pagsusuri at pagpapanatili ng
mga mahahalagang ABC ng
taong manlulunas. Kapag
naiayos at napainam na ang
mga ito, maaari nang
magbigay ng mas masulong
na mga gawaing-panlutas ang
mga taong tagapanagip, kung
kinakailangan.
May ilang mga bansa na
nagtuturo ng talong B (ang 3
B), na katulad ng ABC ang
pagkakasunud-sunod ng
kahalagahan:
Breathing – Buga ng

Developing mastery Anong lyrics o parte sa
(Leads to Formative Iskor ng awit ang may
Assessment 3) papahina o papalakas na
boses habang ito ay inyong
pinakikinggan? Ang bawat
komposisyong musical ay
may ipinahihiwatig na
damdamin. Ang bawat awit
at tugtugin ay ipinaaabot
na mensahe. Ito ay isa sa
mga elemento ng musika
na makapagbibigay
kahulugan sa nais
ipahiwatig ng
komposisyong musical.
Finding practical 5.Paglalapat
applications of concepts Gawin
and skills in daily living ang Pangkatang Gawain
Hatiin sa dalawang
pangkat ang klase at awitin
ang Ang Bayan ko
paghinga / Bantay-hininga
Bleeding – Balong ng dugo
Bones – Butu-buto o Buto
o Baling buto
Nangangahulugan ito na dapat
na suriin muna at lutasin ng
manlulunas ang anumang
suliranin kaugnay sa Buga ng
Paghinga, bago subuking
sugpuin ang mga suliraning
kaugnay sa Balong ng dugo
mula sa katawan ng pasyente
o mga Baling Buto (na hindi
naman ibig sabihin nito na
dapat nang kaligtaan ang mga
huling mga suliranin sa mga
panahong iyon – katulad ng
mga pinsala sa gulugod, kung
saan magagamit ang
pagbabago at kaibahan sa
pamamaraang panlunas upang
makatulong sa pagbubukas ng
daanan ng hininga).
A.Sagutin ang mga Buuin ang mga letra upang Pangkatang Gawain
tanong makabuo ng mga salita
a.Anu-anong antas SRKLISUYANO –
o simbolo ng KASUNA –
dynamics na YUBAH –
nakalagay sa Iskor ETASPNEY –
ng Awit?
b.Paano
nakatutulong ang
pagsunod sa antas
ng simbolong
pandynamics sa
pag-awit ng Ang
Bayan ko?
Ano ang nais 2.Repleksiyon Bumuo ng tatlong grupo kung Ipasagawa sa mga
ipabatid ng may 1.Paano mapapahalagahan ang saan ang bawat grupo ay mag-aaral ang
akda ng Ang Bayan nagawang proyekto? tatalakayin ang bawat layunin Balanse Backward
ko sa mga 2.Bakit kailangang alamin at ng pangunang lunas. Hop.
kabataang Pilipino sundin ang ibat-ibang paraan o
na katulad ninyo? teknik sa paggawa ng mobile?
 a. Pangkat 1- awitin 3.Paano mapapakinabangan ang
ang Ang Bayan kong may nagawang proyekto?
wastong paghina at
paglakas.
b. Pangkat 2- awitin
ang Ang Bayan ko ng may
wastong damdamin gamit
ang antas at simbolo ng
dynamics na nakasulat sa
Iskor ng pyesa nito.

Making generalizations and Ang Dynamics ay tumutukoy sa paglakas at 1.Paglalahat Ilahad ang mga natutunan sa Ipaliwanag sa klase
abstractions about the paghina ng pag-awit at pagtugtog. Paanong epektibong aralin. na ang balanse ay
lesson May iba’t-ibang antas o simbolo ang Dynamics makagagawa ng malikhaing mahalagang physical
p (piano) awitin ng mahina proyekto tulad ng paper mache fitness components
f(forte) awitin ng malakas jar? Ang paglinang sa
Crescendo –awitin ng mahina papalakas Anu-ano ang ibat-ibang teknik o gawaing pisikal ay
Decrescendo- awitin ng malakas papahina paraan sa paggawa ng paper isang mahalagang
mache jar? bahagi para
mapaunlad ang antas
ng fitness ng isang
tao.
Evaluating learning Isulat ang simbolo ng bawat 1.Umawit ng lalala IV.Pagtataya Isulat ang Tama kung tama Ano ang inyong
antas ng dynamics na may lakas Tukuyin ang mga paraan sa ang isinasaad ng Pangungusap nararamdaman sa
pahina kung tama paggawa ng paper mache jar sa at Mali kung ang katatapos na gawain?
Mahinang Pag-awit ang sinasabi ng pamamagitan ng pagguhit ng isinasaad ay mali. Naisagawa ba nang
__________ pangungusap at sa linya sa tapat ng bilang. buong husay ang
Katamtamang lakas sa pag- rarara na may hina _______ 1. Ang paper mache ay ______1. Ang paunang tulong “Backward Hop”?
awit__________ papalakas kung ginawa mula sa sa papel na panlunas ay ibinibigay sa mga Sagutin ang
Malakas na Pag- mali ang sinasabi inirolyo upang makabuo ng taong nais maisalba ang sumusunod:
awit___________ ng pangungusap. beads. buhay. 1. Bakit mahalaga ang
_______ 2. Sa paraang paggamit ______2. Sasailalim sa mga balanse?
a.Ang Dynamics ay ng pinilas na papel, mahalaga na pagsasanay ang mga taong 2. Paano malilinang
may antas o magkaroon ng moldeng gawa sa nagbibigay ng pangunang ang balanse?
simbolo na matigas na bagay tulad ng lunas. 3. Ano-anong mga
sinusunod upang kahoy. ______3. Ang pangunang lunas gawain ang
magkaroon ng ________ 3.Isang teknik sa ay maaari ding ibigay sa mga nagpapakita ng
kaukulang lakas o paggawa ng paper mache hayop. kasanayan sa
hina ang pag-awit. mahalaga na lagyan ng padulas ______4. Dapat lamang na balanse?
b. May angkop ang molde tulad ng mantika o unahin munang suriin at 4. Naisagawa mo ba
na antas ang wax upang maging madali ang subuking lutasin ang mga nang buong husay
dynamics upang pagtanggal ng taka o paper suliraning may ang “Backward Hop?”
maunawaan ang mache mula sa molde. kaugnayan sa 5. Alin sa sumusunod
nais ipahiwatig ng ________ 4. Kinakailangan na ang daanan ng hangin (bibig at ang iyong
isang awit o paggawa ng paper mache na ilong) ng pasyente. naramdaman sa

Additional activities for
application or remediation
tugtugin. maganda ang pandikit na ______5. Ang unang layunin ng pagsasagawa ng
c. May tatlong gagamitin upang dumikit ang pagbibigay ng pangunang “Backward Hop”:
antas ang pinagtagni-tagning papel. lutas ay upang maisalba ang
Dynamics ito ay ________ 5. Sa paggawa ng paper buhay.
ang Mahinang Pag- mache o taka mahalaga na hilaw
awit (p), ang gagamiting pandikit.
Katamtamang
Lakas sa pag-awit
(mf), Malakas na
Pag-awit (f)
V.Takdang-aralin: Ihanda V.Takdang-aralin Makipanayam sa mga “ Health Sa tulong ng isang
ang sarili sa pag-awit ng Workers” sa Semtrong kontrata na nasa
Ako ay Pilipino at Ang Magsaliksik ng mga larawan ng Pangkalusugan ng barangay ibaba, gumawa ng
Bayan ko sa susunod na ibat-ibang paper mache o taka tungkol sa pgbibigay ng personal na kontrata
pagkikita mula sa internet. Suriin ang pangunang lunas sa mga para sa paglinang ng
paraan o teknik na ginamit. sanggol at matatanda na balanse. Ipasa ang
biglang nagkasakit o kontrata sa susunod
napinsala. na pagkikita.

REMARKS
REFLECTION
No. of learners who earned
80% in the evaluation
No. of learners who require
additional activities for
remediation who scored
below 80%
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___Lesson carried. Move on to the next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in answering their
lesson.
___Pupils found difficulties in answering their
lesson.
___Pupils did not enjoy the lesson because of lack
of knowledge, skills and interest about the lesson.
___Pupils were interested on the lesson, despite
of some difficulties encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite of limited
resources used by the teacher.
___Majority of the pupils finished their work on
time.
___Some pupils did not finish their work on time
due to unnecessary behavior.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in answering
their lesson.
___Pupils found difficulties in answering their
lesson.
___Pupils did not enjoy the lesson because of
lack of knowledge, skills and interest about the
lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work on
time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.

Did the remedial lessons ___ of Learners who earned 80% above ___ of Learners who earned ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80%
work? No. of learners who
have caught up with the
lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
80% above
___ of Learners who require additional ___ of Learners who require
activities for remediation additional activities for
remediation
___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught
up the lesson
___ of Learners who continue to require ___ of Learners who continue
remediation to require remediation
Strategies used that work well: Strategies used that work well:
___Metacognitive ___Metacognitive
Development: Examples: Self assessments, Development: Examples: Self
note taking and studying techniques, and assessments, note taking and
vocabulary assignments. studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and anticipatory ___Bridging:
charts. Examples: Think-pair-share,
quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects. ___Schema-
Building: Examples: Compare
and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:  Examples: Demonstrations, media,
Examples: Demonstrations,
media, manipulatives, repetition, and local ___Contextualizati
opportunities. on:  Examples:
Examples:
Demonstrations, media,
___Text Representation:  manipulatives, repetition, and
local opportunities.
Examples: Student created
drawings, videos, and games.
___Modeling: Examples: ___Text
Speaking slowly and clearly, modeling the Representation:  want students to use, and providing samples of
language you want students to use, and
providing samples of student work. Examples: Student
created drawings, videos, and
above
___ of Learners who require additional activities ___ of Learners who require additional activities ___ of Learners who require
for remediation for remediation additional activities for
remediation
___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up
the lesson
___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to
remediation remediation require remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well:
___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
Examples: Self assessments, note taking and Examples: Self assessments, note taking and Development: Examples: Self
studying techniques, and vocabulary assignments. studying techniques, and vocabulary assessments, note taking and
assignments. studying techniques, and
___Bridging: Examples: Think-pair- vocabulary assignments.
share, quick-writes, and anticipatory charts. ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory charts. ___Bridging: Examples:
Think-pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning, peer ___Schema-Building: Examples:
teaching, and projects. Compare and contrast, jigsaw learning, peer
teaching, and projects. ___Schema-Building:
Examples: Compare and contrast,
jigsaw learning, peer teaching, and
___Contextualization:  projects.
___Contextualization: 
manipulatives, repetition, and local opportunities. Examples: Demonstrations, media,
manipulatives, repetition, and local ___Contextualization: 
opportunities.
___Text Representation:  Demonstrations, media,
manipulatives, repetition, and
Examples: Student created drawings, ___Text Representation:  local opportunities.
videos, and games.
Examples: Student created drawings, ___Text Representation: 
___Modeling: Examples: Speaking videos, and games.
slowly and clearly, modeling the language you Examples: Student
want students to use, and providing samples of ___Modeling: Examples: Speaking created drawings, videos, and
student work. slowly and clearly, modeling the language you games.
student work. ___Modeling: Example
Other Techniques and Strategies used: s: Speaking slowly and clearly,
___ Explicit Teaching modeling the language you want

Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
games.
___Modeling: Exam
ples: Speaking slowly and
clearly, modeling the language
you want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson